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UNITED STATES 

GEOGRAPHY 



PLANS 

As Used ill the 



Oregon Normal 
Training School 



BY 

DAVID S. NORTH 

Graduate Student 






Copyright 1913 
By David S. North 
Monmouth, Oregon 



©CI.A;J5159 8 



DEDICATED 

TO 

MY 

DEVOTED FRIEND 

AND 

INSTRUCTOR 
MISS JESSICA TODD 



1913 
STATESMAN PUBLISHING CO. 

Salem, Oregon 



PREFACE 

Realizing the difficulty of using 
general suggestions in making con- 
crete plans and the difficulties 
encountered, in teaching without 
plans, the writer submits the fol- 
lowing hoping to aid teachers in 
using the Tarr & McMurray Geog- 
raphy. At times it seems difficult 
to use any of the texts now in use, 
for developmental work, because the 
division of countries is not always 
made into suitable regions for 
study. The work has not in every 
instance been based upon the physi- 
ographical controls operating in the 
regions. 



TEN BASAL FACTS 



1. As warm air is able to hold more moisture than cold air, a 
wind blowing from a cooler to a warmer region will be a 
drying wind; hence the trade wind belt is a belt of deserts. 

2. As water takes longer to heat and cool than land, a wind 
blowing from a body of water over the land will modify the 
temperature of the land; hence the westerly coasts of conti- 
nents in the belt of westerly winds have a more equable 
climate than the eastern coasts. 

3. Regions similar in climate, soil and drainage will have 
similar occupations. 

4. Manufacturing towns are likely to grow up near coal mines, 
as it is found cheaper to transport raw materials than fuel. 

5. The chief reasons for the location of towns are: a gooii 
harbor, the mouth of a navigable river, the head of naviga- 
tion, a bend in a river, the presence of falls, nearness to 
mines, nearness to productive regions, the junction of roads 
or rivers, a necessity for the break in transportation. 

6. Sugar cane requires a fertile soil, and grows only in regions 
having little or no frost, even in winter. 

7. Cotton requires rather a fertile soil and long warm summers 
for it to mature in. 

8. Rice requires a marshy, wet soil, with long warm summers. 

9. Corn requires rather a rich soil, and will mature in a some- 
what shorter warm season than cotton. 

10. Vegetables will mature early or late in season according to 
the time of planting. 



GEOGRAPHY 



A. SUBJECT MATTER: <|™YfiP) rTr^S^i states. 
TEACHER'S AIM : To teach the United States, 
ANALYSIS OF AIM: 

I. What Pupils Must Know: 

1. THE ABSOLUTE POSITION: (Latitude) 

a. That the United States lies between 25 degrees 
and 49 degrees North Latitude. 

Inference: That it lies wholly in the North Tem- 
perate Zone. 

That the prevailing winds are the 
Westerlies north of southern Florida 
and southern California. 

That the North Horse Latitude belt 
crosses southern Florida and southern 
California. 

2. THE RELATIVE POSITION: 

a. That it is bounded on the north by Canada; on 
the east by the Atlantic Ocean ; on the south by 
the Gulf of Mexico and Mexico; and on the west 
by the Pacific Ocean. 

b. That the Great Lakes and the St. Lawrence River 
form the eastern half of the northern boundary 
of the United States between the United States 
and Canada. 

Inference: (From second inference of (1), and 
section (a) of (2) Relative Position) 

That the western coast will have ocean 
breezes. 

That the projections of land between 
and to the east of the Great Lakes will 
have lake breezes. 

That Florida and the land immediately 
to the northeast of the Gulf of Mexico 
has sea breezes. 

3. THE OCEAN CURRENTS: 

a. That the California Current passes south along 
the Pacific Coast. 



GEOGRAPHY 

b. That the Gulf Stream passes north along the 
Atlantic Coast. 

Inference: That the California Current, together 
with the westerly winds, will cause the 
Pacific Coast region to have a mild and 
even climate. 

That the Gulf Stream will not affect 
the climate of the Atlantic Coast region 
because of the direction of the prevail- 
ing winds. 

That the states bordering and directly 
to the northeast of the Gulf of Mexico 
and Florida will enjoy warm sea 
breezes, and consequently they will have 
a warm climate. (Not Torrid) 



4. THE RELIEF: 

a. That the Rocky Mountain Chain passes down near 
the western coast in a direction parallel to the 
Pacific coast line. 

b. That the Appalachian Mountains pass down along 
and near the Atlantic Coast and in a direction 
parallel with the coast line. 

c. That there is a Great Central Lowland between 
the two mountain ranges. 

d. That the Mississippi River System drains the 
entire Central Lowland. 

e. That the Central Lowland is divided into four 
plains : 

That immediately bordering on the Rocky Moun- 
tains is called "The Great Plains." (A plateau). 
That bordering on the Gulf of Mexico is called 
"The Gulf Plains." 

That bordering on the Great Lakes is called "The 
Lake Plains." 

That strip between the "Gulf Plains" and the 
"Lake Plains" is called "The Prairie Plains." 

f. That the strip of land between the Rockies and 
the Pacific Coast is called the "Pacific Slope." 

g. That the strip of land between the Appalachian 
Mountains and the Atlantic Coast is called "The 
Atlantic Coast Plain." 

h. That the eastern highlands are not as extensive 
. as the western highlands, that they are older and 

only about as high as the plateaus at the foot of 

the western highlands. 

i. That Mt. Mitchell in the southern part of the 
Appalachian Chain is little over a mile high. 



GEOGRAPHY 9 

j. That the average height of the Rocky Mountains 
m the United States is 5,000 feet. That there are 
points in the highland ranginq: from two to three 
miles in height. 

Inference : That the Prevailing Westerlies in pass- 
ing over the Pacific Slope, which termi- 
nates in the Rocky Mountain Highland, 
will be elevated and chilled; thus caus- 
ing them to give up their moisture, re- 
sulting in heavy rainfall. 

That the region east of the Rockies 
will be arid because of the descending 
current of cold air. 

That the Gulf Coast Plain with its 
gently sloping surface toward the Gulf, 
will cause the Prevailing Westerlies to 
rise and give up their moisture, as they 
pass over the surface to the Appalachian 
Highland in the background. (There 
may be a heavy rainfall in the interior 
about the foothills, as in vicinity of Mt. 
Lookout) . 

5. THE CYCLONIC STORMS: 

a. That a series of Low and High Pressure Areas 
is almost constantly passing over the United 
States, from the west toward the east. 

b. That it takes from four to six days for the area 
to pass over the States. 

c. That in the Low Pressure Area, the air from 
every direction is rushing toward the center of 
the area and rising. 

d. That in the High Pressure Area the air is de- 
scending and flowing from the center in every 
direction. 

Inference: That the moisture-laden air, moving 
northward from the Gulf of Mexico, 
will gradually keep depositing its mois- 
ture as it approaches the center of tho 
Low Pressure Area. 

That this is the only means by which 
the Great Central Lowland gets rainfall. 
That the amount of rainfall in the 
various parts of the Great Central Low- 
land will be inversely proportional to 
the distance it lies from the Gulf of 
Mexico. 

6. THE NATURAL VEGETATION: 

a. That there are heavy Douglas Fir forests on the 
Pacific Slope. 

b. That there are forests of various kinds of timber 
on the mountain slopes according to elevation and 
to a certain elevation. 



10 GEOGRAPHY 

c. That the most remote part of the Great Central 
Lowland from the Gulf of Mexico is treeless. 

d. That within close range of the Gulf, and adjoin- 
ing it, the Southern Yellow Pine and Cypress 
forests are found. 

e. That between the Southern Pine forests and the 
treeless plains, the Hardwood Forests are found. 

f. That Hemlock, White Pine and Maple forests are 
found about the Great Lakes. 

g. That a very nutritious grass, called "bunch 
grass," formerly grew on the treeless plains. 
(Vast herds of wild buffaloes once were found 
upon these natural grazing grounds. Most of this 
region is under cultivation now) . 



7. THE PRODUCTS: 

(Not to be studied in general). 

8. THE COMMERCE: 

9. THE CITIES: 

10. THE GOVERNMENT: 

11. THE PEOPLE AND STAGE OF CIVILIZATION; 



GEOGRAPHY 11 

B. METHOD: 

PREPARATION: 

Tr. — "How many of you like the ice and snow?" 
Pu. — (Not many). 

Tr. — "How many like hunting?" 
Pu.— (Some). 

Tr. — "How many would be willing to dig a hole in the ground 

if you felt quite sure you would find a vein of gold?" 
Pu,— (Many). 

Xr. — "How many of you wouldn't mind ice and snow and 
traveling about with dogs and sledges so much, if you 
felt certain of finding gold, that you would put up 
with it!" 

Pu. — (Some hands). 

Tr. — "How many of you hate the cold so much that you would 
rather make less money and live in a warmer climate and 
enjoy our present modern conveniences, — railroads, cities, 
churches, schools, etc." 

Pu. — (Many hands). 

Tr. — These were the questions that confronted our forefathers 
a few years ago, when the "Klondike Gold Craze" was on. 

Tr. "How many like to see the sunshine about twelve hours 

each day throughout the whole year? That is to live in 
hot, sultry, summer weather all the time." 

Pu. — (Not many). 

Tr. — "Let me put this to you — How many like oranges, 
bananas, cocoanuts, figs, dates, pineapples, etc.?" 

Pu.— (All). 

Tr. — "We can buy them here but they are picked for shipment 
when quite green and they aren't nearly as sweet, fresh 
and juicy as when they ripen on the trees." 

Tr. — "How many would be willing to live in so much sunshine, 
among large spiders, snakes, etc., for the satisfaction there 
would be in having the choicest quality of fruit and for 
the fun of teasing a monkey by throwing clods of dirt at 
him, and he in return picking and throwing cocoanuts 
at you?" 

Pu.— (Few). 

Tr. "Do you see the point? What is it that we find in every 

country?" 

Pu. "Things that are desirable and thmgs that we would 

not like." 

Tr. — "We are to study what in this class?" 

Pu. — "Geography." 

Tr. "Now I want some one to tell me why we should spend a 

period of each day for this study?" 

Pu. "To learn how people in other parts of the world are 

making a living; to compare their means of making a 
living and the conditions in which they live with our own; 
to learn from where we may get certain necessaries and 
to where we may ship our surplus." 



12 GEOGRAPHY 

Tr. — "Class, one of the disagreeable things here is the mud, 
am I not right?" 

Tr. — "Well, if we could find more things that were favorable 
and agreeable about a country than those which are not 
so, how would we feel toward the country?" 

Pu. — "We would think it to be quite a nice country." 

Tr. — "If on the other hand, you went to a country because 
there was, say, one desirable thing — (gold), and, many 
drawbacks, how would you feel about making your home 
in that country?" 

Pu. — "I wouldn't want to make my home in the country." 

Tr. — "That's just exactly what keeps people moving about 
from place to place." 

Tr. — (Pardon the illustration) 

"My father moved to Cuba a few years ago because of 
a circular letter that was sent to him by a land company 
in the island. This told of the opportunities for making 
money and the comforts of having tropical fruits at your 
door in a most beautiful, flowery language, but did not 
mention any discomforts. The hot, sultry afternoons and 
the many, many insects, (such as ants, scorpions, taran- 
tulas, horn flies, etc.) counterbalanced the other, and lie 
was very glad to return to the States after a six weiska' 
stay." 

Tr. — "He only studied half of the Geography before he went 
and learned the other half when he got there. The first 
half didn't cost anything, but he paid a good price for 
the other." 

Tr. — "From this, what do you think would be a good plan to 
follow before moving to a strange country to make a 
home there?" 

Pu. — "To study the Geography thoroughly before moving." 

Tr. — "Now I want every one who is absolutely sure that he or 
she knows the name of the country we are living in 
to rise." 

Pu. — (Mostly all rise). 

Tr. — "Now it would be too bad to let these other people, who 
do not know, get any older without finding out the name 
of our country. 

Speak distinctly, John, and in the spirit of a true 
patriot tell these people the name of our beloved country." 

Pu.— "The United States." 

Tr. — "Good! I'm proud of you." 

Give the name again, Mary." 

Tr. — "Roy, give the name." 

Tr. — "All together, give the name." "Good!" 

GENERAL AIM: "Let us see if the United States is a good 
country for us to live in." 
Tr. — "What is our problem, Harry?" 
Pu. — (Pupil repeats the General Aim). 

Tr.— "State it again, Mary?" 

Tr. — "Now all together give it." (Etc.) 



GEOGRAPHY 13 

Tr. — "What are some of the things we must consider in work- 
ing out the problem?" 

Pu. — "The climate, products, transportation facilities, com- 
merce, cities, government, people and stage of civilization.'' 

PUPILS' AIM: "To-day let us find out what kind of a climate 
the United States has." 
(Subject matter for this unit 1, 2, 3, 4, 5; pp. 7, 8, 9.) 

PRESENTATION: 

Tr. — "What are we to find out to-day?" 
Pu. — (Pupil states the Pupils' Aim). 
(Drill Drill Drill) 

Tr. — "What makes up the climate of a country?" 
Pu. — "The wind, rain, temperature and pressure." 

Tr. — "What must be known of a country to determine its 

climate." 
Pu. — "We must know its Absolute and Relative positions and 

also the Relief." 

{Using the Map). 

Tr. — -"You may step to the map, name, and point out the 

United States." 
Pu. — (Pupil quickly does same). 

Tr. — "Between what parallels does it lie?" 

Pu. — "Between 25 degrees and 49 degrees North Latitude." 

Tr.— "What does this tell you, ?" 

Pu. — "That it lies wholly in the North Temperate Zone." 

Tr.— "Prove it." 

Pu. — (Syllogistical proof) 

"All countries lying between 23 V2 degrees N. Lat. and 
66% degrees N. Lat. lie in the North Temperate Zone. 

The United States lies between 25 degrees N. Lat. and 
49 degrees N. Lat. Therefore the United States lies 
wholly in the North Temperate Zone." 

Tr. — "Mary, prove it." 

Pu. — (Pupil repeats the syllogism). 

Tr. — "What else can you tell from the absolute position?" 
Pu. — "That all of the United States which is north of 28 

degrees N. Lat. is in the Prevailing Westerly Wind Belt; 

that southern California and southern Florida, which lie 

between 26 degrees and 28 degrees N. Lat. are in the 

North Horse Latitude Belt." 

Tr. — "You may step to the map and bound the United States." 

Pu. — "It is bounded on the north by Canada; on the east by 

the Atlantic Ocean; on the south by the Gulf of Mexico 

and Mexico; and on the west by the Pacific Ocean. 

(Drill). 

Tr. — "Do you think the boundaries of our country to be an 
advantage, or a disadvantage to it, ?" "and why?" 

Pu. — "I think they are an advantage because they give us a 
great deal of coast line, places for harbors. 

The west coast will have sea breezes, the Prevailing 
Westerlies from the Pacific Ocean 



14 GEOGRAPHY 

Florida and the southern states, northeast of the Gulf, 
will also have sea breezes from the Gulf of Mexico." 

Tr. — "Turn to page 220 of your text and notice the Pacific 
and the Atlantic oceans where they touch our coasts." 
"What do you notice about them?" 
Pu. — "That the Pacific Ocean has the California Current pass- 
ing southward along the coast, and that the Atlantic 
Ocean has the Gulf Stream passing northward near the 
coast." 

Tr. — "Is this of any importance to our country?" 
Pu. — "Yes, the California Current is a warm current and 
therefore the Westerlies will be warmed and give the 
coastal region a mild, even climate. The Gulf of Mexico 
is warm and therefore Florida and the Gulf Coastal 
States will also have a mild, warm climate. ^Xot Torrid 
though). (^ Frosts at times)." 

Tr. — "Class, now carefully notice the surface of our country. 
Take this pointer, Harry, come to the map, and de- 
scribe it." 

Pu. — "On both the eastern and western sides, there are moun- 
tains near the coast, and parallel with the coasts. On 
the westoin side the mountains are called, the Rocky 
Mountains: on the eastern side they are called the Ap- 
palachian Mountains. Between these mountain chains 
there is a broad expanse of lowland called "The Great 
Central Plain.' The narrow strip of land between the 
Rocky Mountains and the Pacific Ocean is called 'The 
Pacific Slope," and the narrow strip between the Ap- 
palachian Mountains and the Atlantic Ocean is called 'The 
Atlantic Coastal Plain." A narrow strip of land border- 
ing immediatelv on the Gulf of Mexico is called 'The Gulf 
Coastal Plain.""' (Fig. 41. pp. 26-27). 

Tr. — "What notion does this give you of the climate of our 
country? Listen, the Rocky >Iountains have an average 
height of 5.000 feet, and in places reach the height of 
from two to three miles. The Appalachian Mountains 
have an average height of 2.500 feet and the highest point 
of the range being nearly a mile high." 

Pu. — "That the Prevailing Westerlies in passing from the 
Pacific Ocean over the Pacific Slope, which terminates in 
the Rocky Mountains, will be elevated and chilled, thus 
causing much rainfall on that side of the mountains." 

"The region immediately to the east of the Rockies will 
be arid because of the cold descending current of air." 

"That Gulf Coastal Plain with its gradual rise toward 
the Appalachian Mountains, has sea breezes because of 
two reasons: The Prevailing Westerlies and because, the 
land becomes warmer than the Gulf during the day, the 
air rises from the land and the vacancy is supplied from 
the Gulf. This air becomes chilled on rising and so there 
is a heaNT rainfall." 

Tr. — "What else does this tell you about the climate of our 

country. Willie?" 
Pu. — "That the United States has (three) zones of varjnng 
temperature; 

Warm temperate in the southern states. 
Temperate in the northern states. 



GEOGRAPHY 16 

Cold temperate and frigid in mountain.s according to 
altitude." 

Tr. — "How many of you pupils know the weight of a column 
of air as nigh as the atmosphere with base an inch 
square?" (Illustrate). 

Pu. — (No hands). 

Tr. — "We all know something about the great oceans of water 
that cover so much of the land of the world. Well, there 
is a much greater and deeper ocean of air that com- 
pletely envelops the entire earth. We all, Ujo, have .seen 
waves of water, whether they were on the river, lake or 
ocean; and the great ocean of air has waves on its surface, 
which is about 200 miles above the land." (Draw a dia- 
gram showing the earth with the wavy surface of the air 
above it. Draw columns of air, one from crest to the sur- 
face of earth and one from the trough to the earth. Draw 
attention to the difference in height of columns. ShovV 
that air has a weight by forming a vacuum of a cylinder 
open at one end with a sheet of rubber fastened securely 
over the open end. Show that we measure the weight or 
pressure ot the atmosphere by use of the barometer. lllu.s- 
trate the "high" and "low'' pressure areas by showing 
weather maps such as are sent out by the (J. S. Weather 
Bureau. Show how the air from all directions about the 
"low" pressur area will be rushing toward the center of the 
"area. " Explain to the class that the air at this place is 
rising). 

Tr. — "What happens to the air when it rises?" 
Pu. — "The water vapor in the air becomes chilled, it con- 
denses and rain follows." 

Tr. — (Using the Weather Maps) "Let us examine a number of 
consecutive maps and see how long it takes for a 'Low 
PresHure Area' to cross the United States." 

Pu. — "It takes about six days." 

Tr. — "The 'Low Pressure Area' is also called 'A Cyclonic 
Storm Area.' This does not mean that a tornado is pas.s- 
ing over the states in which houses and trees are being 
torn down. But it does happen every once in a while that 
the wind of a 'Cyclonic Storm Area' becomes strong 
enough to tear up trees and destroy buildings, and then 
it is called a Tornado." 

Tr. — "Now I don't want a one of you to .say a word until you 
have done .some hard thinking on this. Remembering that 
the air always is rushing from every direction to the 
center of the 'Cyclonic Storm Area,' do you think this a 
benefit or a hindrance to the progress of our country?" 

Pu. — (Quite undecided .state). 

Tr. — "Where did we .say the wind comes from?" 
Pu. — "From every direction." 

Tr. — "Now look at the map and tell from vjhere it really 

comes." 
Pu. — "It comes from the Pacific Ocean, from Canada, from 

the Atlantic Ocean and from the Gulf of Mexico." 



16 GEOGRAPHY 

Tr. — "What will these winds carry?" 

Pu. — "The winds from the Pacific Ocean will carry moisture 
with them and lose it on the western side of the Rockies. 
The winds from Canada will be cold. The winds from 
the Atlantic Ocean will carry moisture with them and 
lose it on the eastern side of the Appalachian Mountains. 
The winds from the Gulf of Mexico will carry much 
moisture with them, coming from a very warm body of 
water, and will carry it far into the interior of The Great 
Central Plain." 

"I think that these storms are very important to our 
country, because they are the only means by which the 
Great Central Plain, our 'bread basket,' receives any 
moisture to make it possible for agriculture to be carried 
on there." 

Tr. — "Now, after a minute I am going to call on one of you to 
tell me all you have learned about the climate of the 
United States." 

SUMMARY: 

1. That the United States lies in the Prevailing Westerly 
Wind Belt. 

2. That the Pacific Slope has a mild even climate. 

3. That the Gulf Coastal Plain will have a warm Temperate 
Climate. 

4. That the northern part of The Great Central Plain and the 
Atlantic Coastal Plain will have a Temperate Climate. 

5. That "Cyclonic Storm Areas" pass over the United States 
and cause a change in the direction of the wind, and carry 
moisture far into the interior of The Great Central Plain 
from the Gulf of Mexico. 

6. That the Atlantic Coastal Plain gets its moisture from the 
Atlantic Ocean through these "storms." 

ASSIGNMENT: 

Tr. — "I want you each to write (10) sentences of what we 
found out about the climate of the United States and 
bring them to class tomorrow." 



GEOGRAPHY 17 

A. SUBJECT MATTER: (Specific) The United States. 

TEACHER'S AIM: To teach the natural vegetation of the 
United States, 

ANALYSIS OF AIM: 

I. What Pupils Must Know: 

1. That the United States lies wholly in the North 
Temperate Zone. (Between 25 degrees and 49 degrees 
North Latitude). 

2. That there is a mountain highland near each coast and 
that it is parallel with the coast. 

That the Rocky Mountain highland has an average 
elevation of about 5,000 feet and some points about 
two or three miles high. 

That the Appalachian Mountain highland has an aver- 
age height of about 2,500 feet and points of nearly a 
mile in height. 

Inference: That the climate will vary from a warm 
Temperate to a Frigid. 

That there will be no vegetation on the 
mountain slopes above a certain elevation. 

3. That the Pacific Slope, which lies in the direct path 
of the Prevailing Westerlies, will have warm, moist 
winds because of the California Current in the Pacific 
Ocean near the coast. 

Inference: That these winds, which are heavily laden 
with moisture, will become chilled in cross- 
ing over the mountains. 

That most of the vapor of the air will be 
precipitated on the western slope of tne 
foothills and the Rockies themselves. 

That because of the warm temperature, the 
rich soil and the great amount of rainfall 
near the coast of this region, there must be 
very dense forests along the coast. 

(Teacher tell that trees 15 feet in diam- 
eter may be found in this region). (Pupils 
read further) . 

4. That the Great Central Plain and the Gulf Coastal 
Plain which lie between the two highland regions, 
form a continuous plain extending from the northern 
boundary to the Gulf of Mexico, and that it slopes 
gently toward the Gulf. 

5. That very frequently and almost continuously there 
are "Cyclonic Storms" passing over some part of the 
United States. 

Inference: (From 4 and 5) 

That the Great Central Plain gets its 
moisture from the Gulf of Mexico and from 
the Atlantic Ocean through the "Cyclonic 
Storms" which pass over it. 

That the amount of precipitation will vary, 
diminishing with the distance from the coast. 



13 GEOGRAPHY 

That Florida and a narrow strip of land 
along the coast of the Gulf, will have rains 
because of the Prevailing Westerly Winds 
and because of the relative convection of 
the air over the land and the water of the 
Gulf of Mexico. 

That the vegetation will vary with the 
amount of rainfall and kind of soil. 

That there will be dense forests along the 
coast, the density gradually diminishing as 
you journey inland until finally there will 
be found open, treeless, grassy plains. 

That the region immediately to the east of 
the Rocky Mountains is quite arid. 

That the Great Plains and The Prairie 
Plains are the open, treeless, grassy plains, 
the natural grazing region of grass-feeding 
animals. 

6. That the Appalachian Highland and the Altantic 
Central Plain has east and southeasterly winds every 
few days because of the "Cyclonic Storm Areas" which 
pass over the i*egion. 

Inference: That these will be warm winds from the 
Gulf Stream and will carry much moisture 
with them. 

That the air will become chilled in crossing 
over the Highland and the water vapor will 
be precipitated, causing rains, especially in 
the more elevated parts. 

That the number qf rivers is an evidence 
of the fact. 

That under these conditions there will be 
quite dense natural forests throughout the 
section and we have evidence of the fact 
through John Smith's description of "How 
he taught the settlers (gentlemen) to chop 
wood." 

7. That lakes, Superior, Huron, Erie and Ontario, and 
the St. Lawrence River, form the eastern half of the 
northern boundary of the United States. 

- 8. That Lake Superior is the second largest lake in the 
world. (Caspian — 169,000 sq. mi., and Lake Superior 
—30,829 sq. mi.) 
9. That these are all large bodies of water and have 
strips of land extending northward alongside of and 
between the lakes. 

Inference: That the temperature of the water of the 
lakes will not change as rapidly as the 
temperature of the land with the different 
seasons and therefore the breezes from the 
lakes will give the region a more equable 
and a milder climate. 

That the land warming faster than the 
water during the summer, will cause a con- 
vection of air above the land, bringing moist 



GEOGRAPHY 19 



air from the lakes to rise above the land. 
That this air will become chilled and cause 
rain. 

That for this reason the region has more 
rain than other parts of the Great Central 
Plain. 

That therefore forests are found in the 
region. 

GENERAL INFERENCE: 

"That soil and other conditions being equal, the amount of 
natural vegetation of a region will be directly in proportion 
to the amount of heat and rainfall of the region." 



20 GEOGRAPHY 

B. METHOD: 

PREPARATION: 

Tr.— "What is our problem?" 

Pu. — "We are going to find if the United States is a good 
place for us to live in." 

Tr. — "What part of the problem have we worked out so far?" 
Pu. — "We have found out what the climate of the United 

States is." 

(If necessary review points brought out in regard to 

the climate). 

Tr.— "What effect do the (Mts.) have on the winds?" 
Pu. — "The mountains cause the winds to give up their 
moisture." 

Tr. — "What will be formed before the air loses its moisture?" 
Pu.— "Clouds." 

Tr. — "Is it common to see clouds about the mountains?" 
Pu.— "Yes." 

Tr. — "Harry, you may describe a real high mountain to us." 
Pu. — '"A real high mountain has its top covered with snow 

and ice. Farther down the sides it is covered with trees. 

There are so many trees that we call them a forest." 

Tr. — "Very well, Harry. Now Mary may tell us about some 
mountain you have in mind." 

Pu. — "This mountain was not so high that it had snow on it 
during all of the year. During the winter months it had 
a beautiful white cap on it of ice and snow. This was 
very beautiful because of the contrast between the white- 
ness and tne dark green of the trees which covered its 
sides." 

Tr. — "That was well told too. I want John to describe the 

hills which you see yonder." 
Pu. — "Those hills are very small mountains. They are so 

small that the snow never stays on them very long. And 

then it can scarcely be seen because of the tall trees that 

grow all over them." 

Tr. — "Now, each of these people have described mountains to 
us, in what respect did we find that all these mountains 
were alike?" 

Pu. — "There were trees, or forests, on all of them." 

Tr. — "Why don't we find trees growing all the way up the 

sides of very high mountains?" 
Pu. — "Because trees cannot grow in the ice and snow and 

where it is freezing cold all the time." 

Tr. — "What do we call the place between mountains?" 
Pu, — "A valley." 

Tr. — "What do we generally find in a broad valley, not 
always, but if the valley is very broad, what kind of a 
place do you generally find it to be?" 

Pu. — "A grassy place." 

Tr. — "Which receives the more rainfall?" 
Pu.— "The mountains." 



GEOGRAPHY 21 

Tr. — "Which requires the more rainfall for growth, the trees 

or the grass?" 
Pu.— "The trees." 

Tr. — "From your reading do you know how the camel drivers 
can tell when they are nearing places where there is 
water?" 

Pu. — "They can tell by the trees that generally grow up 
around the springs." 

Tr. — "Now I want some one to tell me what two things we 
have found out so far that are necessary for the growth 
of trees." 

Pu. — "Warmth and water." 

Tr. — "Class think for a minute, after we know the climate 
and surface of a country, what are we able to infer from 
that?" 

Pu. — "The vegetation." 

PUPILS' AIM: "To-day let us find out what the natural veg- 
etation of the United States is." 

PRESENTATION: 

(Using Map) 

Tr. — "Without looking at the map, who can tell in what zone 

the United States lies?" 
Pu. — "The United States lies in the North Temperate Zone." 

Tr. — "In what part of the zone?" 

Pu. — "In the southern part, almost bordering on the Tropic 
of Cancer." 

Tr. — "Harry, you may take this pointer and describe the 

surface of the United States." 
Pu. — (Pupil does same. Mentions both mountain highlands 

and describes them). 

Tr. — "Since the Rocky Mountains have an average height of 
about 5,000 feet, do you think them an advantage or a 
disadvantage to the country?" 

Pu. — "A disadvantage." 

Tr.— "Why?" 

Pu. — "Because they are so near the coast and so high that 

they keep the Prevailing Westerly Winds from carrying 

their moisture very far inland." 

Tr. — "What effect will this have upon the Pacific Slope?" 
Pu. — "The winds give the region a very mild climate and the 

mountains cause a great deal of rainfall, this would make 

the region well adapted for forests." 

Tr. — "Yes it is so well adapted for forests that trees fifteen 
feet in diameter may be found." 

Tr. — "What is the effect of the mountains on the Great Cen- 
tral Plain which lies between the two highlands?" 

Pu. — "The Prevailing Westerlies after having crossed the 
Rocky Mountains will be descending currents of cold air 
and therefor will be taking on moisture instead of giving 
up any." 



22 GEOGRAPHY 

Tr. — "Yes, class, this would be a very desert-like region if it 
wasn't for the Cyclonic Storms which I have mentioned 
before that very frequently and in fact almost constantly, 
keep passing over the United States." 

Tr. — "What is the characteristic of the Cyclonic Storms that 

makes them so valuable?" 
Pu. — "That the winds blow toward them from every direction." 

Tr.— "Why is this valuable?" 

Pu. — "Because the winds blowing toward them from the Gulf 
of Mexico and from the Atlantic Ocean carry moisture 
with them and lose it in the Cyclonic Area where the air 
is rising. This is the only way that the Great Central 
Plain gets its moisture." 

Tr. — "Will the entire plain get the same amount of moisture?" 
Pu. — "No. The part nearest the Gulf of Mexico will get 
the most." 

Tr. — "The Gulf Coastal Plain is very near the Torrid Zone 
belt. How do you think that the temperatui'e of the land 
near the Gulf will compare with the temperature of the 
water in the Gulf?" 

Pu. — "The land will be warmer than the water." 

Tr.— "What will be the effect of this?" 

Pu. — "The moist air from the Gulf will have to rise because 
of convection in passing over the heated land and on 
cooling, condenses and causes rain. The region near the 
coast will have a great deal of rain." 

Tr. — "Now, after a minute, I want some one to compare the 
temperature with the amount of precipitation of the Great 
Central Plain." 

Pu. — "Both the amount of heat and the amount of rainfall in 
the Great Central Plain are inversely proportional to the 
distance north and northeast fi'om the Gulf." 

Tr. — "What does this tell us in regard to the vegetation?" 
Pu. — "We will know from the great amount of rainfall and 
the warm climate that there may be dense forests along 
the Gulf, and we know that they will lessen their density 
as the rainfall lessens according as one moves north or 
northeastward from the Gulf." 

Tr. — "Yes, this is very true. After about one-third of the 
distance from the Gulf to the Northern boundary the 
Great Central Plain becomes an open, treeless, grassy 
grazing ground. The natural feeding ground of the vast 
herds of buffaloes that used to checker our plains. 

Tr. — "Harry may step to the map and point to the region of 
which we have not yet found the vegetation." 

Pu.— (Points to the Appalachian Highland region and the 
Atlantic Coastal Plain). 

Tr. — "How is this region bounded?" 

Pu. — "By the Atlantic Ocean on the east and the Appalachian 

Mountains on the west." 

Tr. — "Are the mountains an advantage, or a disadvantage, to 
the section as far as vegetation is concerned?" "Why?" 

Pu.- — "The mountains are an advantage because they cause the 
eastern and southeastern winds to give up more of their 



GEOGRAPHY 23 

moisture in passing over them than they would if the 
region were a continuous plain. Since this region receives 
a considerable amount of rainfall it will be quite densely 
forest clad." (Proof: Rivers & Jno. Smith Story of 
wood chopping). 

Tr. — "Now I want you all to notice carefully the boundary 
between the United States and Canada. Harry may step 
to the map and point out the eastern half of the boundary, 
and tell us what makes up the boundary." 

Pu. — (Points to the Great Lakes and the St. Lawrence River). 
"It is composed of the St. Lawrence River, Lake Ontario, 
Lake Erie, Lake Huron, and Lake Superior." 

Tr. — "From the appearance on the map do you think them to 

be large or small lakes?" 
Pu. — (Pupils are undecided). ! 

Tr. — "Turn to map of the United States opposite page 26. 
Now we know something about Crater Lake, Summer 
Lake and Lake Malheur. Notice how small they are rep- 
resented on the map and compare their represenation 
with that of the Great Lakes on the same map. Why they 
are called The Great Lakes. Turn to page (432) of your 
texts and in the table notice that there is only one lake in 
the world, Caspian (169,000 sq. mi.) that has a greater 
area than one of the Five Great Lakes of our country, 
Lake Superior (30,829 sq. mi.)" 

Tr. — "In the summer time, which will heat the faster, the land 

about the lakes or the water of the lakes?" 
Pu.— "The land." 

Tr.— "What will be the result of this?" 

Pu. — The convection of the air above the heated land will 

cause the moist air from the lakes to flow to the land and 

rise and give up its moisture as rains." 

Tr. — "How will the temperature of the water in the lakes 
compare with the temperature of the land in the winter?" 
Pu. — "The land will be the colder." 

Tr. — "How will this effect the region?" 

Pu. — "It will cause the water vapor which is picked up by the 
Prevailing Westerlies in passing over the Lakes to con- 
dense as it becomes chilled in passing over the cold land, 
thus causing fogs, rains, or snow." 

Tr. — "The fog, rain or snow will be in addition to the rains 
or snow that are caused by the Cyclonic Storms. So what 
do you think of the amount of rainfall that there will be 
in the region of the Lake Prairies?" 

Pu. — "There would be a considerable amount of rainfall." 

Tr. — "Knowing that it has a mild, valley temperature of the 
middle Temperate Zone and much rainfall, what do you 
think of the vegetation?" 

Pu. — "There might be enough rainfall to make this a forest 
region." 

Tr. — "Yes, this region has many valuable forests. Much lum- 
bering has been done and is still being done here." 



24 GEOGRAPHY 



COMPARISON: 



Tr. — "How does the vegetation of the Pacific Slope compare 
with that of the Gulf Coastal Plain?" 

Pu. — "The level Gulf Coastal Plain perhaps does not receive 
as much rain as the foothills of the Pacific Slope and for 
that reason would not be able to grow such extensive 
forests. The forest region of the south slope is more 
extensive than that of the Pacific Slope but not so dense." 

Tr. — "How will the natural vegetation of the Appalachian 
Highland and the Lake Plains compare with the density 
of the Pacific Slope vegetation?" 

Pu. — "These forest regions will be more extensive but will not 
have such a dense vegetation as the Pacific Slope." 

GENERALIZATION: 

Tr, — "Bearing these sections in mind, what do you find to be 
the great controlling factor, or factors, which determine 
the amount of vegetation of a region?" 

Pu. — "Other things being equal, the amount of natural vegeta- 
tion of a region seems to be directly in proportion to the 
amount of heat and rainfall of the region." 

APPLICATION or ASSIGNMENT: 

Tr. — "Draw a map of the United States and indicate the forest 
regions by writing the word (Forests) across each forest 
region. Also indicate the grassy plains by writing the 
words (Grassy Plains) across the region. 

Tr. — "I want you each to write (5) sentences of what we 
found out about the vegetation of the United States and 
bring them to class tomorrow." 



GEOGRAPHY 25 

A. SUBJECT MATTER: 

TEACHER'S AIM: To teach the products of the Pacific Slope. 
ANALYSIS OF AIM: 

I. What Pupils Must Know: 

1. That this section is bounded on the east by the Cascade 
and Sierra Nevada mountains, and on the west by the 
Pacific Ocean. 

2. That it is comprised of the following states and parts 
of states: California, Western Oregon and Western 
Washington. 

3. That the Cascade and Sierra Nevada ranges are very 
lofty, having points that are several miles in height. 

Inference: That the Westerlies will give up much rain 
in rising to pass over the mountains. 

That the winds will give this section a very 
equable climate. 

That there will be immense forests in the 
region. 

4. That from the central part of California to the Can- 
adian line, immense forests of giant trees may be 
found. That many of the trees are from 6 to 16 feet 
in diameter. (That trees of the eastern states scarce- 
ly exceed 2 feet in diameter) . 

5. That in the southern part are found the Giant Red- 
wood trees. That in the central and northern parts 
are found the Fi?-, Cedar and Spruce trees, which also 
are very large. 

Inference: That lumbering is an important industry. 
That much lumber may be produced. 

6. That the summers are very long with a short dry spell 
in the fall, and that the winters are very mild. (No 
frosts in southern part) . 

Inference: That the valleys of the region are well 
adapted to fruit growing. 

That primes, peaches, apples, cherries, 
pears, etc., may be grown in the central and 
northern part while some of the tropical 
fruits as, oranges and lemons, may be grown 
in the southern part. 

That hops, which requires a warm climate 
and a dry spell for picking, may bo grown 
in the section. 

That grains as wheat, oats, barley, etc., 
may be grown if desired, and that grasses 
may be grown for hay. 

That in valleys where grains and grasses 
are grown, cattle and other live stock might 
be raised. 

That dairy products might be produced. 

7. That dairying is becoming one of the important indus- 
tries of the section. 



26 GEOGRAPHY 

8. That the mild equable climate makes it possible for the 
raising of a delicate breed of Sheep which grow the 
finest quality of wool. 

9. That they get a higher price for this wool than is 
paid for ordinary wool. 

Inference: That because of the superior quality of 
wool and the high price paid for it in the 
market, sheep raising will be one of the im- 
portant industries of the region. 

10. That there are many Salmon in the Pacific Ocean 
along the coast of Oregon and Washington. 

11. That the Salmon, though it spends much of its time in 
the ocean, passes up the rivers to spawn, or lay its eggs. 

12. That the Columbia is a large river, forming the bound- 
ary between Oregon and Washington, and flows into 
the Pacific Ocean. 

Inference: That the Salmon will pass up the Columbia 
River at certain seasons of the year to 
spawn, or lay their eggs. 

That they may easily be caught in the 
river. 

That fisheries may be established along the 
river, and that many fish will be caught as 
they pass up or down the stream. 

That Salmon may be canned and preserved, 
in this way making the "canning of Salmon" 
an important industry. 

13. That coal is found in nearly all of the states, and that 
Washington ranks about eighth or ninth, compared 
with the other states of the Union, in production of 
coal. 

14. That California ranks second among other states of 
the Union in production of Gold. 



GEOGRAPHY 27 

B. METHOD: 

( Developmental ) 
PREPARATION: 

Tr. — "How many of you have ever seen a place where plants 

that we ordinarly call 'cat tails' grow?" 
Pu. — (Several hands are up). 

Tr. — "What kind of a place was it, ?" 

Pu. — "It was a swampy, or a kind of a marshy, place." 

Tr. — "In what kind of a place did you see them growing, 

9" 

Pu. — "It was a very wet place, I got my feet wet picking 
them." 

Tr. — "Did any one find them growing in any other than a low, 

marshy place." 
Pu. — (No one) . 

Tr. — "How many have ever found a wild strawberry patch?" 
Pu. — (Many hands go up). 

Tr. — "You may tell what kind of a place it was, ." 

Pu. — "It was on a grassy hillside and on the south slope." 

Tr. — "Tell about the kind of place where you found them, 



Pu. — "It was in an old meadow, on the warm and southern 
slope of the higher ground." 

Tr. — "Has any one ever found them growing out in the woods 
where the ground was shaded, or in a swamp among the 
'cat tails'?" 

Pu. — (No response). 

Tr. — "Has anyone ever seen a palm tree?" 
Pu. — (Several hands go up) 

Tr.— "Where was it?" 

Pu. — "In the window of the First National Bank?" 

Tr. — "Where was the tree you saw, ?" 

Pu. — "In a large store in Salem." 

Tr. — "Has anyone seen a palm tree that was not growing in 

doors?" 
Pu. — "Yes, I saw several palm trees in the parks of Los 

Angeles, California, while I was there last summer." 

Tr. — "I wonder why it is that we don't have any in our parks 

here?" 
Pu. — "Because we have too cold weather. These trees grow 

only in places where there never are any frosts." 

Tr. — "Good! Now what characteristic have you noticed about 
each of the three plants that we have been talking about — 
the cat tail, the strawberry and the palmT' 

Pu. — "That each will grow only in certain places." 

Xr. — "Yes, this is very true. Most plants, and it is true of 
many animals, that they will live and grow only under 
certain conditions." 



28 GEOGRAPHY 

Tr. — "Now to freshen our memory in reviewing what we had 
in the beginning of the term, what plants will grow only 
in the warm tropical climate, in places where there never 
is a frost?" 

Pu. — "Cecoanut, fig and date palms; oranges, lemons, bananas, 
sugar cane, coffee, rubber trees, pineapples." 

Tr. — "What plants may be grown in places that have a fertile 

soil and long warm summers?" 
Pu. — "Cotton, sweet potatoes, peanuts, apples, pears, cherries, 

peaches, tobacco, early vegetables." 

Tr. — "What may be grown in low, swampy, or marshy, places 

that have long warm summers?" 
Pu.— "Rice." 

Tr. — "What may be grown in places where there is a fertile 

soil with an extreme Continental climate?" 
Pu. — "Grains, grasses and vegetables." 

PUPILS' AIM : "To day let us find out what they grow on the 
Pacific Slope of the United States." 

PRESENTATION: 

{Using Wall Map) 

Tr.— "Step to the map and find the Cascade and Sierra Ne- 
vada mountains, ." 

Pu. — (Takes pointer and locates them). 

Tr.— "Point to the Pacific coast." 

Tr. — "Name the state and parts of states included between 

the mountains and the coast." 
Pu. — "California, Western Oregon and Western Washington." 

Tr. — "These mountain ranges are very lofty, they are about as 
high as the Rocky Mountains, having points several miles 
in height." 

Tr. — "Remembering the direction of the prevailing winds and 
the zone of the section, what effect will the mountains 
have upon the region?" 

Pu. — "The winds in coming from a warm ocean current, will 
give this section a warm equable temperature. The winds 
in rising to pass over the mountains will become chilled, 
thus causing much rainfall. The warm climate with 
much rainfall will adapt the region to the growth of 
immense forests." 

Tr. — "Yes, immense forests of giant trees are found all along 
the coast from the central part of California to the Can- 
adian line. Many of the trees are from 6 to 16 feet in 
diameter. Trees in the east scarcely exceed two feet in 
diameter." 

Tr. — "The southern part of the section, or California, has the 
largest trees. These are known as "The Big Trees" or 
the "Giant Redwood" trees. The central and northern 
parts of the section have forests of Fir, Cedar and Spruce 
trees which also are very large." 

Tr. — "What might the people living in this region do for mak- 
ing a living?" 
Pu. — "They i-.iight engage in lumbering." 



GEOGRAPHY 29 

Tr. — "Yes, a great deal of lumber is produced each year. The 
state of Washington alone puts out as much lumber 
(4,305,053,000 board feet 1907) as the two next leading 
states (Louisiana and Wisconsin) together." 

Tr. — "There is not a great range of temperature in this sec- 
tion between the summer and winter months. In the very 
extreme southern part, California, there never are any 
frosts. In the central and northern parts the weather is 
mild, having long warm summers with a short dry spell 
in the fall and mild winters." 

Tr. — "What plants or products can be grown in such a 
region?" 

Pu. — "It is well adapted to fruit growing. Tropical fruits as, 
oranges, lemons, figs, dates, bananas, etc., may be grown 
in California while prunes, peaches, apples, cherries, pears, 
etc., can be grown in the central and northern parts." 

"Hops, which require a warm climate and a dry spell 
in the fall for picking, may be grown in the section." 
"Grains as, wheat, oats, barley, etc., and alfalfa and 
grasses for hay may be grown." 

Tr." — "Supposing that a farmer should raise more oats and 
hay than he needs at home as it sometimes happens, what 
might he do with it?" 

Pu. — "He can sell it to people who are living in town, and are 
keeping a horse or a cow." 

Tr. — "I wonder why it is that people will pay out money for 
hay and grain to keep a cow? Do you think that it is for 
the pleasure of milking the cow and caring for her?" 

Pu. — "No. It is to make money selling the milk." 

Tr. — "Well, if a man can make money from a cow by buying 
hay and grain for her, how might the man who sells the 
hay and grain make more money?" 

Pu. — "By feeding his hay and grain to cows and selling dairy 
products." 

Tr. — "That's right. So what do you suppose some of our 
Pacific Slope people might do with their hay and grain 
if they should grow any?" 

Pu. — "Feed it to cows and sell dairy products." 

Tr. — "That is just exactly what is done in many parts of 
the section." 

Tr. — "There is a delicate breed of sheep which does well only 
in a mild climate. Their wool is of the finest quality and 
brings a very high price in the market. How would this 
breed of sheep do in this section?" 

Pu. — "The climatic conditions are just right for them. Be- 
cause of their superior quality of wool and the high price 
paid for it, the raising of this breed of sheep would be a 
paying industry." 

Tr. — "Yes, much of this wool is produced each year." 

Tr. — "There are many Salmon in the Pacific Ocean along the 
coast of Oregon and Washington. These fish spend the 
greater part of their time in the ocean, but pass up the 
rivers to spawn, or lay their eggs." 



30 GEOGRAPHY 

Tr. — "The Columbia River, which is a large navigable stream 
forming the boundary between the states of Oregon and 
Washington, empties into the Pacific Ocean. Do you think 
it fortunate, or unfortunate, for these states to be sepa- 
rated by this large stream?" 

Pu. — "I think it is fortunate." 

Tr.— "Why?" 

Pu. — "Since the river is navigable, boats may come far 
inland." 

Tr. — "Yes, that is true. It is an aid in transportation, but 
remembering the place where it empties into the ocean, do 
you think that this is the only way in which it is valu- 
able?" 

Pu. — "No. Since there are many fish in the ocean at this 
place, they will pass up the river to spawn and lay their 
eggs. And it would be easier to catch the fish as they 
pass up or down the river than to catch them out in the 
ocean." 

Tr. — "Yes, the river is very valuable for this reason. At 
certain seasons great numbers of them pass up or down 
the stream. (I have a very interesting book here on the 
fishing industry of the Columbia, and would be glad to 
have one of you read up on it and report to the class 
tomorrow)." 

Tr. — "Can we buy Salmon only during the season when they 

are catching them in the river?" 
Pu. — "No. We can buy 'canned salmon' at any time of the 

year." 

Tr. — "The very fact that you can buy canned salmon indicates 

that they do what with the salmon?" 
Pu. — "Can them." 

Tr. — "What then do you suppose that some of the people 

living alongside of the river may do for a living?" 
Pu. — "Catch and can salmon." 

T'r. — "Yes, this is a very important industry. (Tomorrow we 
will learn just how this is carried on)." 

Tr. — "Aside from lumbering, what other industry do you 

think of when you see mountains?" 
Pu. — "Mining." 

Tr. — "Yes, mining too is an important industry in this section. 
You perhaps have heard of the 'Gold Craze' that was on in 
California, shortly after it was explored. California ranks 
second among the states of the Union in its production of 
gold. Coal, too, is found in many places of this region. 
But the most important mines are in Washington, this 
state ranks eighth or ninth compared with the other states 
of the Union in its production of coal." 

SUMMARY: 

Tr.— "Now after a moment's thought, I want some one to tell 

what we have found that they grow in this section." 
Pu.— "We have found that: 

TROPICAL FRUITS (oranges, lemons, bananas, figs and 
dates are grown in California) . 



GEOGRAPHY 31 

FRUITS as, (prunes, peaches, apples, cherries, pears and 
plums are grown in the central and 
northern parts). 

IMMENSE FORESTS yielding much valuable lumber, 
especially in the state of Wash- 
ington. 

GRAINS AND GRASSES 

CATTLE and Dairy products. 

SHEEP yielding the finest quality of wool. 

FISH — Salmon in the Columbia River. 

GOLD in California. 

COAL in Washington. 

ASSIGNMENT: 

Tr.— "Class, for tomorrow I want each of you to bring to class 
a carefully sketched Outline Map of this section. Indicate 
the Pacific Ocean and the mountain ranges along the 
eastern border. In addition to this locate in the respective 
places on the map the products of the various parts of 
the section. Neatness and accuracy is very important and 
necessary in this work." 

Tr. — "I will excuse one pupil from making the outline map, 
for making a special report to the class on Forests: 
Lumber, where obtained, and kinds of trees (Tarr & 
McMurray Geography, Book Two, pages 125-126)." 

Tr. — "Another pupil may be excused from making the outline 
map, by reporting on Agriculture: (Tarr & McMurray 
Second Book in Geography, pages 127-128-129)." 

Tr. — "Under similar conditions I would like for another pupil 
to report on Fishing: (Carpenter's Geographical Read'ir 
on North America, pages ( ) to ( ) ." 



32 GEOGRAPHY 

A. SUBJECT MATTER: 

TEACHERS' AIM: To teach the products of the Gulf Coastal 
Plain. 

ANALYSIS OF AIM: 

I. What Pupils Must Know: 

1. That this section is composed of southern and eastern 
Texas, southern Oklahoma, southern Arkansas, Louisi- 
ana, Mississippi, Alabama, southern and western 
Georgia and Florida, western Tennessee. 

2. That the Mississippi River and other streams flow 
southward into the Gulf of Mexico. 

Inference: That this region slopes southward toward 
the Gulf. 

That because of the slope of the land and 
the direction of the Prevailing and Cyclonic 
winds this region will have a considerable 
amount of rainfall, and this, together with 
the rainfall caused by the convection of the 
air over areas of land which are heated to 
a higher temperature than the water of the 
Gulf in summer, there will be places along 
the coast having an abundance of rainfall. 
That there will be forests in this region. 

3. That there are many forests of valuable southern pine 
in this region. 

Inference: That lumbering is an important industry. 

4. That rosin and turpentine are products which are made 
from the sap of the yellow pine tree. 

5. That the Gulf Coastal Plain has a very mild even tem- 
perature with long warm summers and scarcely ever a 
frost during the winter in Florida and in several other 
places near the coast in Georgia, in Texas and on the 
Delta of the Mississippi River. 

Inference: That semi-tropical fruits may be grown in 
many places of the region. 

That oranges, lemons, bananas and pine- 
apples may be grown in Florida. 

That sugar-cane which requires a fertile 
soil and grows only in warm regions where 
there is scarcely a frost, even in winter, ma,y 
be grown on the delta of the Mississippi 
River and in certain places of Georgia and 
Texas near the coast. 

That cotton, which requires a fertile soil 
and long warm summers for it to mature in, 
can also be grown in this region. 

6. That in 1908 the Southern States produced 13,500,000 
bales of cotton, weighing over 500 pounds each. That 
during this same year the world produced 18,000,000 
bales. 



GEOGRAPHY 33 

7. That in some parts of the region the land is low and 
swampy, or marshy. That in other places where irri- 
gation is possible the land is flooded and kept very wet. 

Inference: That rice, which requires a warm climate 
and damp, or even swampy, soil, may be 
grown. 

8. That the rice culture districts are principally in South 
Carolina and Louisiana. 

9. That tobacco is grown in nearly all parts of the section. 

10. That early vegetables and fruits are grown for north- 
ern markets. ( Sweet potatoes and peanuts important) . 

11. That other crops such as wheat, oats, corn and grasses 
are also raised in this section. 

Inference: That live stock, such as cattle, may be 
raised on the grains and grasses. 

That meat will be one of the products of 
the section. 

12. That iron and coal is found quite extensively through- 
out the region. 

This region is so rich in iron that it ranks second as 
an iron-producing section of the continent. 

It is so rich in coal that Alabama ranks sixth in coal 
production among the states of the Union. 

Inference: That manufacturing may be carried on be- 
cause of the coal and iron that is found in 
the section. 
13. That Birmingham is the leading iron manufacturing 
center of the South and is called the "Pittsburg of 
the South." 

14. That many of the cities of the section now manufac- 
ture cotton cloth and cotton seed oil, but not so exten- 
sively as it is carred on in another section of the 
United States. 

15. That there is a large sugar refinery at New Orleans. 



34 GEOGRAPHY 

B. METHOD: 

PUPILS' AIM: "Let us see what they grow on the Gulf 
Coastal Plains." 

PRESENTATION: 

Tr. — "You may take the pointer, , and point to the 

following states, or parts of states, as I name them: 
Southern and Eastern Texas, Southern Oklahoma, South- 
ern Arkansas, Louisiana, Mississippi, Alabama, Southern 
and Western Georgia and Florida." 

Pu. — (Does same). 

Tr. — "Take a piece of chalk and draw a line through the 

states showing the northern boundary of the section." 
Pu. — (Does same). 

Tr. — "What forms the southern boundary?" 
Pu.— "The coast of the Gulf of Mexico." 

Tr. — "What do you think of the surface of the section?" 
Pu. — "It is not mountainous and slopes toward the Gulf as 

is shown by the direction that the Mississippi River and 

other streams flow." 

Tr. — "From the location of the Gulf, what do you think of 

the temperature of the water?" 
Pu. — "That it is warm." 

Tr.— "Remembering the direction of the Prevailing winds and 
most of the Cyclonic winds, what can you say of the 
climate of the region?" 

Pu. — "Since the winds of the section generally always blow 
from the southwest, south or southeast, they pass over 
the Gulf before reaching the land and are warm sea 
breezes. These will not be scorching hot in summer and 
will be mild during the winter months." 

"They will be cooled gradually as they pass over the 
rising plain and will give up some moisture, causing 
rains." 

Tr. — "During the summer time, which will heat the faster, the 

land or the water of the Gulf?" 
Pu.— "The land." 

Tr. — "Just as review, what is the effect of this as we found 
in our study of the climate of the section?" 

Pu. — "That the moist air from the Gulf will flow to the heated 
land where it rises. The air in rising will cool, causing 
the water vapor to condense and fall as rain. 

Tr. — "Very well, thus you see that the region next to the 
coast gets a great amount of rainfall." 

Tr. — "So far, what would you expect to find growing in 

the region?" 
Pu.— "Forests." 

Tr. — "Yes, there are valuable forests of yellow southern pine 
in this section. I had the pleasure of traveling through 
one of these forests and found that nearly every tree had 
a "V" shaped gash cut in its bark and a spout driven into 
the bark below the angle of the "V," leading to a little 
receiver. What do you expect they were doing this for?" 



GEOGRAPHY 35 

Pu. — (Some pupil will venture) "To catch the sap." 

Tr. — "Yes, they were catching the sap. Some of us have 
perhaps caught the sap from a maple tree. The maple 
sap is sweet and is used in making syrup or sugar, but 
the pine sap can not be used for such purposes. They 
use this for making turpentine and rosin." 

Tr. — "What is the principal product of our forests here?" 
Pu. — "Lumber." 

Tr.— "Yes, and they make a good deal of lumber in this 
region too." 

Tr. — "You have said that the climate in general is mild. It is 
so mild that there are places along the coast in Texas, 
on the delta of the Mississippi and along the coast of 
Georgia where they very seldom have a frost. And that 
there are places in Florida, especially in the southern 
part, where they never have a frost." 

Tr. — "What do you expect they will grow in these places?" 
Pu. — "Tropical fruits as, oranges, lemons and bananas." 

Tr. — "Yes, these products ought to grow in these places. They 
certainly should do well in parts of Florida, especially in 
the more southern part where they have never had a 
frost." 

Tr. — "Now, an orange tree will not bear very much fruit until 
after it is three years old. One frost will kill it. Do you 
think it would be a good policy for people living in above 
mentioned places of Texas, or Georgia, or on the delta of 
the Mississippi, where they are subject to fi'osts, though 
they do not occur each year, to try to grow tropical fruits? 
What might they grow that also is a tropical product and 
does not require so many years of growth before they 
reap a harvest?" 

Pu. — "Sugar cane." 

Tr. — "Good! Yes, these places are the sugar fields of the 
United States." 

Tr.— "Now you know that all of the section has long summers 

and mild winters. The soil in most places is very fertile. 

What valuable plant do you know of that will grow in a 

region like this?" 
Pu. — "Cotton, which requires a fertile soil and long warm 

summers for it to mature in will grow in this section." 

Tr. — "Yes, this is the greatest cotton producing region in the 
world. In 1908 13,500,000 bales of cotton weighing over 
500 pounds each were produced in this section. The 
world's crop for the same year was 18,000,000 bales." 

Tr. — "In South Carolina and in Louisiana there are natural 
swamps or marshes and in a few places where irrigation 
is possible they have made artificial ones. What valuable 
plant do you know of that grows in such wet places?" 

Pu. — "Rice, which grows only in damp, swampy soils of 
warm climates, may be grown here." 

Tr. — "Yes. A good deal of rice is grown considering the small 
areas in which it is grown." 



36 GEOGRAPHY 

Tr. — "At about what time last spring did we begin working 

and sowing in our school garden?" 
Pu. — "During the latter part of April." 

Tr. — "That is right. And do you remember that we had 
several frosts after we had finished sowing and planting." 
"We know that throughout most of the Gulf Coastal 
Plain section they do not have as cold weather during any 
part of the year as we had after we commenced our work 
in the garden. So when do you suppose that they will 
commence to plant and sow in their gardens?" 

Pu. — "Long before we do." 

Tr.— "Well, let's see if that is right." 

Tr. — "Where did you see the first ripe watermelon (toma- 
toes) this year?" 
Pu. — "In Craven's store." 

Tr.— "When was it?" 

Pu. — "Some time about the fourth of July." 

Tr. — "At about what time did they ripen in our home garden 
or in the nursery?" 

Pu. — "Some time in September." 

Tr. — "Then from this you would imagine that they begin 
working in their gardens about how long before we do?" 
Pu.— "Two months." 

Tr. — "Isn't it a great privilege that we can enjoy the garden 
products of the south for two months before we can get 
them from our own gardens." 

Tr. — "The people of the South are very fond of sweet things. 
They don't even eat ordinary potatoes like we do, but they 
grow and must have 'sweet potatoes.' They also grow 
many peanuts, and the weed that goes up in smoke. I'm 
sure you all know what weed that is, what is it, Harry?" 

Pu.— "Tobacco." 

Tr. — "You could never guess it, out this section has a consid- 
erable quantity of coal and iron. It is so rich in iron that 
it ranks second in the United States as an iron-producing 
section." 

"The state of Alabama has so much coal that it ranks 
sixth among the states of the Union in the production 
of coal." 

Tr. — "Birmingham is in the center of the mining region. 
Here they have coal for fuel and power and the raw 
material iron, what do you suppose that might be done?" 

Pu, — "They might do some iron manufacturing here." 

Tr. — "Yes they do. Birmingham is the greatest iron manu- 
facturing city of the south." 

Tr. — "Again, class, they have power and also another raw 
product, cotton, what might be done in this case?" 



GEOGRAPHY ' 37 

Pu. — "They might do some cotton cloth and cotton seed oil 
manufacturing too." 

Tr. — "Mostly every city of the section does some manufactur- 
ing in cotton goods." 

Tr. — "This section is particularly fortunate in having a great 
many raw products. They have the sugar cane too. Has 
anyone ever heard what is done to the sugar we have to 
make it white and pure?" 

Pu.— (No). 

Tr. — "Well, at first it looks very dark. Then they put it 
through a process, which one of you may explain to the 
class tomorrow, it is called refining the sugar." 

Tr. — "Then what might you call the place where this process 

is carried on?" 
Pu. — (A bright pupil will venture) "Sugar refinery." 

Tr. — "Yes, there is a large sugar refinery in New Orleans." 
ASSIGNMENT: 

Tr. — "You may each write (10) statements about what you 
have learned that is produced in the Gulf Coastal Plain 
and bring them to class tomorrow." 



38 GEOGRAPHY 

A. SUBJECT MATTER: 

TEACHER'S AIM: To teach the Products of the Rocky Moun- 
tain Highland region. 

ANALYSIS OF AIM: 

I. What Pupils Must Know: 

1. That this region is comprised of Western Montana, 
Idaho, Wyoming, Colorado, New Mexico, Arizona, 
Utah, Nevada, Eastern Oregon and Eastern Wash- 
ington. 

2. That the Cascade and Sierra Nevada mountain ranges 
lie immediately to the west of the region. 

3. That the Cascade and Sierra Nevada ranges are about 
as high as the Rocky Mountains, having points which 
are under perpetual snow. And that they are much 
more beautiful than the Rockies when viewed from the 
west, because they rise from low, broad, fertile, green 
vallies on that side. 

4. That the Cascade and Sierra Nevada ranges form al- 
most a continuous wall along the western border, only 
for the place where the Columbia River cuts through 
the Cascades forming a Gap at that place between 
Oregon and Washington. 

Inference: That the Prevailing Westerlies will give up 
mostly all of the water vapor they contain 
in passing over the Cascade and Sierra Ne- 
vada ranges except at the place where they 
pass thru the Gap. 

That in all other places, except where they 
pass thru the gap, the winds will be de- 
scending currents of cold air passing over 
the Pleateau between the bolder mountains 
and the Rockies, and therefore will have a 
tendency to take on moisture rather than to 
lose any. 

That the winds which pass through the 
Gap will gradually lose moisture in passing 
over the Columbia Valley, finally givinij: up 
all of their moisture as they pass over thn 
Rockies in Idaho. 

That there may be sufficient rainfall m 
the Columbia Valley for agriculture, and 
that there may be chances to get water for 
irrigation from the mountains in Idaho. 

That the Plateau on both sides of the 
Rockies is very arid. 

That the Westerlies are not warm winds 
when they reach this section, except at the 
Gap. 

That there will be a great difference be- 
tween the summer and winter temperatures 
of this region. 

5. That reservoirs are being built in the mountains where 
they have rains, and that there are a few natural lakes 
in these highland regions. 



GEOGRAPHY 39 

Inference: That farming can be carried on about these 
places by means of irrigation. 

6. That much of the high plateau region on both sides of 
the Rockies is covered with a coarse grass. This grass 
is called "bunch grass." 

7. That cattle, horses and sheep will feed on it. 

Inference: That this region may be used for grazing. 

That cattle or sheep may be raised depend- 
ing upon the mai'kets and the equipment of 
the rancher. 

That in Eastern Oregon, horses, cattle, 
sheep and goats are reared. 

8. That half of the wool produced in the United States 
comes from this section. 

9. That large herds of cattle are shipped east every year 
to be converted into beef. 

10. That goats are raised principally for their hair. 

11. That Eastern Oregon together with Western Oregon 
produces more Mohair than any other state of the 
United States. 

12. That mining is the most important industry of the 
section. 

13. That this is one of the greatest silver-producing regions 
of the world, and that it produces more than half of all 
of the gold, copper and lead mined in the United States. 

14. That Colorado at present produces more Gold than 
any other state. 

That Leadville and Cripple Creek are two important 
mining cities. 

15. That Montana puts out more Silver and Copper than 
any other state of the Union. 

That the chief mining centers are located about 
Helena and Butte. 

16. That Idaho ranks second in production of Lead and 
fourth in production of Silver. 

17. That Utah is third in production of Silver and Lead. 

18. That Arizona produces much Gold and Silver and that 
mining is the chief industry. 

19. That Coal is found in many places of this region. It 
is of excellent quality. And nearly as much coal is 
mined in Colorado as in Alabama. Colorado ranks 
seventh among the states of the Union in its production 
of coal. 

20. That in the northern part of Idaho there is sufficient 
rainfall for the growth of forests. 

Inference: That there may be some lumbering in this 
region and that perhaps agriculture may be 
carried on in some places. 

GENERAL INFERENCE: 

That the chief industries of the region are Mining and 
Herding with a little lumbering and agriculture in places. 



40 GEOGRAPHY 

B. METHOD: 

PUPILS' AIM : "Let us see what they grow in the Rocky Moun- 
tain Highland." 

PRESENTATION: 

Tr. — "Step to the map and point to the following states or 
parts of states as I name them : Western Montana, Idaho, 
Wyoming, Colorado, New Mexico, Arizona, Utah, Nevada, 
Eastern Oregon and Eastern Washington, Northwestern 
Texas." 

Pu. — (Does same). 

Tr. — "Point to the Cascade and Sierra Nevada mountain 
ranges. They form the western boundary of the region. 
These mountains are as high as the Rockies, having points 
which are under perpetual snow. This is almost a con- 
tinuous wall only for the place where the Columbia River 
cuts through the Cascade Range, forming a Gap at that 
place on the boundary line between Oregon and Wash- 
ington." 

"What effect will such a boundary line as this have upon 
the Rocky Mountain Highland?" 

Pu. — "The Prevailing Westerly winds will have to give up 
most all of the moisture they contain on the western 
side of the Cascade and Sierra Nevada mountains, except 
at the Gap where the Columbia River cuts through the 
Cascade Range." 

Tr. — "Very well, who is ready to tell us about some other way 
in which the range affects the Highland?" 

Pu. — "The winds will be cool after they have come across the 
mountains and except where they come through the Gap, 
they will have a tendency to take on moisture rather than 
to give up any, especially during the summer when the 
Plateau is warm." 

Tr. — "What effect will the Gap have upon a portion of the 
Plateau?" 

Pu. — Here the winds will pass up the gradually rising valley 
of the Columbia River and they will gradually keep giv- 
ing up their moisture until they reach the Rocky Moun- 
tains where they will give up most of their moisture." 

Tr. — "Then how will the amount of rainfall in the Columbia 
Valley compare with that of the Plateau on the eastern 
side of the Rockies?" 

Pu. — "There will be a considerable amount of rainfall in the 
Columbia Valley, while there will be only a little on the 
Plateau during the winter months and then only on the 
highest parts." 

Tr. — "Turn to page 118 and in the relief map find a place 
of considerable size that has no streams at all." (Nevada 
and Utah). "This place is known as the Great Basin. 
It is really a desert, not a tree nor a shrub anywhere 
in sight." 

Tr. — "In general, how will the Plateau on the eastern side of 
the Rockies compare with the Plateau on the western 
side?" 



GEOGRAPHY 41 

Pu. — "It also will be very arid, because the Westerlies here 
too are descending currents of cold air, and all but the 
very southern part of the region (northwestern Texas) 
is so far from the Gulf that the Cyclonic Storms will 
seldom bring any moisture." 

Tr. — "The Plateaus on both sides of the Rockies, with the ex- 
ception of the Great Basin, which is a true desert, has 
sufficient moisture to support the growth of a coarse 
grass, called 'bunch grass.' Horses, cattle, sheep and 
goats will feed upon it. For what purpose do you suppose 
that this land will be used?" 

Pu. — "For the grazing of horses, cattle, sheep and goats." 

Tr. — "Yes, about one-half of the wool produced in the United 
States comes from this section. Large herds of cattle 
are raised and shipped eastward to be converted into beef. 
Large herds of horses are raised and shipped to the east 
where they are sold for less money than horses which are 
raised in the east can be sold for, they are called 
'bronchos' and can easily be known by the brand they 
have on their sides." 

Tr, — "Goats are raised only in a few places. They are raised 
principally for their hair. It is called Mohair. Eastern 
and Western Oregon together produces more 'mohair' 
than any other state of the Union." 

Tr. — "What did we find to be the effect of the Westerlies 
upon the western slope of the Cascade and Sierra Nevada 
mountains?" 

Pu. — "Much rain and immense forests." 

Tr. — "Now, how do you suppose that the Westerlies which 
pass through the Gap will affect the region that they 
pass over on the western slope of the Rockies?" 

Pu. — "They will constantly keep giving up moisture as they 
pass up the valley of the Columbia River, finally giving 
up all their moisture as they cross the Rockies in Idaho." 

Tr. — "How do you suppose that the vegetation of the valley 
will vary from that of the Plateaus?" 

Pu — "Here there will be sufficient rainfall for the growth of 
forests in the mountains and also enough that agricul- 
ture may be carried on in the valley of the Columbia." 

Tr. — "What industry might be carried on in the mountains 

of Idaho?" 
Pu. — "They can do some lumbering." 

Tr. — "Yes this is the only part of the region in which lum- 
bering is carried on." 

Tr. — "How will the temperature of the valley compare with 

the temperature of the Plateau? 
Pu. — "It will be warmer. Because the winds are not chilled 

in crossing the mountains to reach it?" 

Tr. — "Since the climate is modified somewhat by the ocean 
winds, what do you suppose that might be grown in the 
valley?" 

Pu. — "Grains and perhaps since the temperature is modified 
somewhat, some fruit." 



42 GEOGRAPHY 

Tr. — "Yes, the Columbia Valley in both Eastern Oregon and 
Eastern Washington is noted for its vast wheat fields, 
and some fruit as, apples, pears and cherries may be 
grown." 

Tr. — "There are places in each of the states where the Rockies 
receive a little rainfall during the year. In one or two 
instances there have been natural lakes as Pettit Lake in 
Idaho, but in most cases large reservoirs have been built 
to catch and hold as much water as they can. What would 
be the importance of these?" 

Pu. — (Some pupil will venture) "To have water for irriga- 
tion." 

Tr. — "Yes, it is only through irrigation that a few small parts 
of the states are cultivated. Here either grains, vegeta- 
bles or fruits are grown, depending principally upon what 
two factors?" 

Pu. — "Temperature and markets." 

Tr. — (Make assignment that some pupil read up on methods 
of irrigation and report to class the next day) . 

Tr. — "What is another important industry that we think of 

when we see mountains?" 
Pu.— "Mining." 

Tr. — "Yes. And this is one of the greatest silver-producing 
regions in the world. Silver, gold, copper and lead are 
found throughout the entire Highland Region." 

"More than half of all the gold, copper and lead mined 
in the United States comes from this section." 

Tr. — "Montana puts out more silver and copper than any 
other state of the Union. Mary, you may step to the map 
and find Helena and Butte. The chief mining centers are 
located about these cities." 

Tr. — "Colorado at present produces more gold than any other 
state. Harry may come to the map and point to Lead- 
ville and Cripple Creek. These are two important mining 
centers." 

Tr. — "Point to the state of Idaho, John. This state ranks 
second in its production of lead, and fourth in its produc- 
tion of silver." 

Tr. — "Find Utah for us, Mary. This state is third in its 
production of silver." 

Tr. — "Harry may step to the map and point to Arizona. Much 
gold and silver is mined in this part of the region. Mining 
is the chief industry. 

Tr. — "It is strange how regions will vary in mineral products. 
This region varies from the Gulf Coastal Plain, in that it 
has a very good quality of coal, that it is mined in many 
places of the region, but that it has no Iron. 

Tr. — "There is so much coal in this region that Colorado ranks 
seventh among the states of the Union in its production." 

Tr. — "From what we have learned about this section, what do 
you think the most important industries are?" 

Pu. — "I think that mining and herding are the most im- 
portant industries." 



GEOGRAPHY • ^ 

A. SUBJECT MATTER: 

TEACHER'S AIM : To teach the products of the Great Central 
Plain. 

ANALYSIS OF AIM: 

I. What Pupils Must Know: 

1. That this region is bounded by the Rocky Mountains 
on the west, and the Appalachian Mountains on the 
east. By the Gulf Coastal Plain on the south and 
Canada and the Great Lake Plains on the north. 

2. That heat and rainfall vary in this section inversely 
with the distance from the Gulf of Mexico or the 
Atlantic Ocean. 

Inference: That for this reason the more remote parts 
will be arid. 

That in the warmer and more moist 
regions, nearer the Gulf, corn, tobacco, early 
fruits and vegetables, for northern markets, 
some rice and also some cotton may be 
grown. That hardwood forests may be found 
in this part of the region. (Maple forests 
in Ohio). 

That because of making a double profit on 
the corn, it would pay corn-men to raise 
hogs. 

That many hogs can be fed on the corn and 
therefore much meat would be produced. 

That the region between the arid and the 
moist, warm, southern pait of the section 
will be well adapted to the growing of 
hardier grains, as wheat, oats, barley, some 
corn and various grasses. 

3. That the arid, or semi-arid, regions along the middle 
eastern slopes of the Rockies have a natural grass 
called "bunch grass" growing on them. 

Inference : That this would be a fine grazing ground 
for cattle and sheep. 

That many cattle and some sheep will be 
raised in this particular part of the section. 

4. That there is an important lead, or "black-jack" region 
about Galena, Illinois. 

5. That most of our supply of lead and zinc comes from 
mines about Joplin, Missouri. 

6. That gold is also mined in the Black Hills of South 
Dakota. 



44 • GEOGRAPHY 

B. METHOD: 

PUPILS' AIM : "Let us see what they grow in the Great 
Central Plain." 

PRESENTATION: 

Tr. — "Point to the following sections that we have studied, as 
I name them: The Rocky Mountain Highland, The Gulf 
Coastal Plain, The Appalachian Highland." 

Pu. — (Do3S same) 

Tr. — "Now in order to definitely locate the part of the Great 
Central Plain that we are to study, it is necessary for us 
to draw the boundary line of the Lake Plains." 

Tr. — "Harry, you may step to the map and point to the states 
or parts of states as I name them: Eastern Minnesota, 
Wisconsin, northern Illinois, northern Indiana, Michigan, 
northern Ohio, western Pennsylvania and western New 
York." 

Pu. — (Does same) 

Tr. — "Take a piece of chalk, Roy, and draw the boundary line 
for this section." 

Pu. — (Does this without much help). 

Tr. — "Now then we are studying the part of the Great Central 
Plain which is bounded by the following: The Rocky 
Mountam Highland, The Gulf Coastal Plain, The Ap- 
palachian Highland, The Lake Plains and Canada on rhe 
north." 

(Have a map with all of the chalk lines on its bounding 
the different sections). 

Tr. — "Do you think the section favorably, or unfavorably, 

bounded?" 
Pu. — "I think it is unfavorably bounded, because it does not 

border on the ocean at any place, therefore it doesn't have 

any direct ocean breezes." 

Tr. — "What is the effect of the Rocky Mountain Highland upon 
this region?" 

Pu. — "The Rocky Mountain Highland region causes the West- 
erly winds to give up their moisture on the western slopes 
of the mountains, thus rendering them cool and dry winds 
when they reach this section." 

Tr. — "This region must be a desert, then, since the prevailing 
winds are dry. Is this true?" 

Pu.— "No, the Cyclonic Areas, we have learned about, cause 
winds to blow from the Gulf and from the Atlantic 
Ocean. The Gulf winds, especially, do not have to pass 
over any mountains in order to reach this section, there- 
fore these winds bring in rain." 

Tr. — "Since the Cyclonic Storms bring rain to the region, 
where must the Cyclonic Area be in order that the north- 
ern part may get rain?" 

Pu. — "In the northern part." 

Tr.— "Yes, that is true, but these areas are more common in 
the southern than in the northern and very western parts. 
From this, which part of the section will receive the most 
rainfall?" 



GEOGRAPHY 45 

Pu. — '"The southern part." 

Tr. — "Yes, the southern part receives much rain. In the 
northern and western parts there is very little rainfall." 

Tr. — "From this, what do you expect the natural vegetation 

of the region to be?" 
Pu. — "Grassy plains in the northern and western parts and 

forests in the southern part." 

Tr. — "Yes, that is right. There are hardwood forests in the 
southern and also southeastern parts of the section." 

Tr. — "The principal trees of the southern part are birch, oak 
and maple, but there are some evergreens in places." 

Tr. — "How many of you have seen a maple tree?" 
Pu.— (Nearly all). 

Tr. — "Well, there is a place in this section, Ohio, where there 
are extensive maple forests. Does the word maple remind 
you of anything that you like?" 

Pu. — "Yes, maple syrup." 

Tr. — "Do any of you know what the maple syrup is made 

from? 
Pu. — It is made from the sap of the maple tree." 

Tr. — "What do you suppose would be an important industry 
in parts of the South and in Ohio, where they have maple 
trees?" 

Pu. — "Tapping the maple trees in the forests, collecting the 
sap and making Maple Syrup from it." 

Tr. — "Yes, mostly all of the maple syrup and sugar that is 
genuine comes from the forests of Ohio or of some of the 
neighboring states in this part of the section." 

Tr. — "Just in review, what were some of the important pro- 
ducts of the northern part of the Gulf Coastal Plain?" 

Pu. — "Cotton, rice, tobacco, early vegetables, corn, straw- 
berries, etc." 

Tr. — "That is right. Now think for a minute. Is there any 
real distinct physiographic barrier separating the two 
sections?" 

Pu.— "No." 

Tr. — No there isn't. The division is made in the direction of 
the slope of the land. We know that the land of the Gulf 
Coastal Plain slopes toward what?" 

Pu.— "The Gulf of Mexico." 

Tr. — "Now notice the map carefully, and see in what direction 
that the land of the land of the Great Central Plain 
slopes." 

Pu.— "The Mississippi River seems to be the lowest part of 
the plain. The land from both the Rocky Mountain and 
the Appalachian Highlands slopes toward the Mississippi 
River as is shown by direction in which the streams flow 
from the highlands to the Mississippi." 

ir. — "With this slight difference, do you expect that it would 
be very noticeable if you should walk over the boundary 
from one section into the other?" 

Pu.— "No." 



46 GEOGRAPHY 

Tr. — "Harry, now, bearing this in mind, what would you ex- 
pect the products of the very southern part of the Great 
Central Plain to be?" 

Pu. — "Some cotton, rice, early vegetables, com, strawberries, 
tobacco, grains, sweet potatoes and peanuts." 

Tr. — "Yes, you might expect to find such products as were 
mentioned. Cotton will not do as well as it does in the 
more southern part, because the warm season is not quite 
long enough, some is grown in places though. Rice will 
not do well for two reasons, not enough rainfall and too 
short a warm season." 

Tr. — "There is a product though which will mature in a 
shorter warm season than either the cotton or rice. Who 
remembers what this is?" 

Pu.— "Corn." 

Tr. — "Yes, corn does very well. As you travel through the 
central and southern parts of this section you can gaze 
from the window of the fast trains for hours at a time 
and behold nothing but rows of corn which seem to be 
dancing for your entertainment." 

Tr. — "What animal are we reminded of when we hear the 
word Cornl" 

Pu. — "The pig, or hog." 

Tr. — "I know a man who buys corn to fatten his hogs. Now 
listen, if it pays a man to buy corn to fatten his hogs, 
what would it pay a man to do who is raising the corn?" 

Pu. — "To feed it to hogs and make a double profit." 

Tr. — "That is just eactly what these people do. Therefore 
this is the greatest hog-producing region in the world." 

Tr. — "What do you expect they may grow in the northern 
part where the warm season is still shoi'ter and where 
they have the extreme continental climate, short hot 
summers and long cold winters?" 

Pu.— "Grains." 

Tr. — "You may step to the map, Mary. Find the Red River 

Valley of the North." 
Pu. — (Does same). 
Tr. — "This is the greatest wheat-producing region in the 

United States." 

Tr. — "The arid western part all along the Rocky Mountain 
Highland is covered with 'bunch grass.' What would you 
expect that this land would be used for?" 

Pu. — "For the grazing of cattle, sheep and horses." 

Tr. — "Yes, vast herds of cattle are feeding upon the bunch 
grass of this land. The western part of Texas is so im- 
portant because of the vast herds of cattle feeding upon 
the bunch grass of this kind of land that we use the 
name 'Texas Steers' in referring to them." 

Tr. — "Mary may step to the map again and find Galena, 
Illinois. The region about this place is noted because of 
its important lead, or 'black jack' mines." 

Tr.— "Roy may find Joplin, Missouri. The region about this 
place is important because most of our supply of lead 
and zinc comes from here." 



GEOGRAPHY 47 

Tr. — "George may locate the Black Hills of South Dakota." 
Pu. — (Does same). 

Tr. — "Some gold is found in these hills." 

Tr. — "Much coal is mined in this section. Illinois ranks 
second among the states of the Union in the production 
of coal." 

SUMMARY: 

Tr. — "What did we find to be the important products of this 

region?" 
Pu. — "Maple Syrup and Sugar. 

Some cotton. 

Corn and Hogs. 

Early Vegetables. 

Wheat. 

Cattle. 

Lead and Ziiic. 

Gold. 

Coal." 

ASSIGNMENT: 

Tr. — "Sketch a map of the United States. Carefully locate this 
section, and in the places of the section where the pro- 
ducts are grown, write the names of the products." 

Tr. — "As a special favor to the class, one of the students may 
report on how the maple sap is collected and the methods 
of making maple syrup and sugar. Pages ( ) to ( ) 
in Carpenter's Geographic Reader." 

Tr. — "One pupil may report on the Contact with Neighbors 
of this section. Pages 94 and 95 of Tarr & McMurray's 
Second Book in Georgraphy." 

Tr. — "Pupil may report on the Extent to which raised, the 
Cultivation, and Uses of Indian Corn. Pages 95 and 96 
of Tarr & McMurray's Second Book in Geography." 

Tr. — "Pupil may report on Ranching, pages 99, 100, 101 of 
Tarr & McMurray's Second Book in Geography." 



48 GEOGRAPHY 

A. SUBJECT MATTER: 

TEACHER'S AIM: To teach the products of the Appalachian 
Highland and the Piedmont Plateau. 

ANALYSIS OF AIM: 

I. What Pupils Must Know: 

1. That this region is composed of eastern New York, 
eastern Pennsylvania, the neck of Maryland, West 
Virginia, the western part of Virginia, the western 
parts of North Carolina and South Carolina, eastern 
Tennessee and the northern parts of Georgia and 
Alabama. 

2. That the eastern boundary formed where the softer 
strata of rock of the Coastal Plain meets the harder 
rock formation of the Piedmont Plateau. 

3. That there are many streams flowing eastward from 
the mountains to the Atlantic Ocean. 

Inference: That the streams must pass over both the 
Piedmont Plateau and the Atlantic Coa.stal 
Plain in winding their way to the ocean. 

That the streams will lower their beds 
faster in the Plain than in the Piedmont 
Plateau. 

That the water in passing from the one 
level to the other will csuse a fall or a 
cascade. 

4. That this boundary line is called "The Fall Line." 

5. That every stream has either a rapids, a cascade or 
a falls where it crosses the line. 

Inference: That these falls are the most economic 
means of obtaining power. 

That factories will be compelled to make 
use of this power, in minimizing cost of 
production because of competition.- 

That since there are many streams there 
will be many places where water power 
may be had. 

6. That there are good harbors along the coast. (New 
York Bay, Delaware Bay and Chesapeake Bay) . 

Inference: That this is an aid to the manufacturers 
for they may have raw material shipped to 
them. 

7. That this section is most noted for its production 
of Coal. 

That about half of the coal of the United States comes 
from Pennsylvania. 

That Illinois is second; West Virginia comes third, and 
Maryland produces a large quantity. 

8. That Iron Ore is also found in this section. These two 
valuable products are almost found side by side in 
the states. New York, Pennsylvania, Virginia, West 
Virginia, New Jersey and others. 



GEOGRAPHY 49 

9. That both the Iron and Coal is easily sent to the cities 
of the section. 

Inference: That this is very important for the region 
to have both the raw material and the fuel 
for manufacturing it into useful articles. 

That nearly all of the cities will be engaged 
in iron manufacturing, but that the cities 
having the best harbors, or means of trans- 
portation, will have the largest iron works, 
as (New York, Philadelphia, Pittsburg, 
Buffalo, Baltimore, etc.) 



50 GEOGRAPHY 

B. METHOD: 

PUPILS' AIM: "Let us see what the products of the Ap- 
palachian Highland and Piedmont Plateau 
are." 

PRESENTATION: 

Tr. — "Harry may come to the map and point to the Ap- 
palachian Mountains." 
Pu. — (Does same). 

Tr. — "Now point to the states or parts of states as I name 
them: eastern New York, eastern Pennsylvania, the neck 
of Maryland, West Virginia, the western part of Virginia, 
the western part of North Carolina, the western part of 
South Carolina, eastern Tennessee and the northern parts 
of Georgia and Alabama." 

Pu. — (Does same). 

Tr. — "The eastern boundary is found where the softer strata 
of rock of the Coastal Plain meets the harder strata of 
the Piedmont Plateau." 

Tr. — "What effect will this highland have upon the Cyclonic 
winds which blow from the Atlantic Ocean?" 

Pu. — "They will be forced to rise in crossing over the moun- 
tains. Thus they will expand and cool, which causes a 
condensation of the water vapor, forming rains." 

Tr. — "How can you tell by looking at a map whether or no 
it has a considerable amount of rainfall?" 

Pu. — "By the number, or size, of the river systems of the 
region." 

Tr. — "Turn to the map opposite page (48). Does the region 

seem to have many streams?" 
Pu.— "Yes." 

Tr.— "Which direction do they flow?" 

Pu. — "Southeastward toward the Atlantic Ocean." 

Tr. — "How many of you pupils have ever seen an old ditch 

along side of the road?" 
Pu. — (A few hands go up). 

Tr. — "How many have ever seen a newly made ditch?" 
Pu. — (Several hands go up). 

Tr. — "Mostly every old ditch has tall grass growing on its 
slopes, of course a newly made ditch maybe wouldn't have 
this, we won't compare them in this respect, but was the 
old ditch like a new ditch in other respects?" 

Pu. — "The new ditch I saw had nice sloping sides. The old 
ditches I have seen have places where the bottom has been 
worn down deep, leaving the banks steep and the course 
was somewhat winding and crooked, while that of the 
new ditch was straight." 

Tr. — "You said that the bottom was worn down deeper in some 
places. This shows us that running water will do what?" 
Pu. — "Wear away the land." 

Tr. — "Which do you think would wear away the faster, a soft, 
loose soil, or a harder, more compact soil?" 



GEOGRAPHY 51 

Pu. — "The soft loose soil would." 

Tr. — "Now we will come back to our lesson, we find that the 
streams must pass over both the Piedmont Plateau and 
the Atlantic Coastal Plain. Remembering the difference 
in the strata, or rock formation of both, in which region 
will the streams wear down their beds the fastest?" 

Pu. — "They will wear away the softer rock of the Atlantic 
Coastal Plain faster than harder rock formation of the 
Piedmont Plateau." 

Tr. — "Then what would you expect to find where the bottom 
of the river of the Atlantic Coastal Plain meets the bottom 
of the river of the Piedmont Plateau?" 

Pu. — "The bed of the river in the Plain being lower than the 
bed of the same river where they join at the edge of the 
Plateau, it would cause a 'falls' in the river." 

Tr. — "You perhaps have in mind only one stream. How about 
the other streams of the region that cross both the Plateau 
and the Atlantic Coastal Plain?" 

Pu. — "They will each have a 'falls' at the place where these 
two sections meet." 

Tr. — "Yes, that is very true. For this reason the eastern 
boundary is called the 'Fall Line.' " 

Tr. — So much for this. How many have ever seen a water 

falls?" 
Pu. — (A few hands). 

Tr. — "How many have seen or heard of the Falls of the Wil- 
lamette River at Oregon City?" 
Pu. — (Several hands). 

Tr. — "How many think a falls is a good thing in a river? 
Pu.— (Some). 

Tr. — "How many think a falls is not desirable in a river?" 
Pu. — (Some). 

Tr. — "All right. It wouldn't be natural for all to have the 
same view point in the matter. Harry, you had your 
hand up, why isn't a falls desirable in a river?" 

Pu. — "It stops transportation by boat up the river." 

Tr. — "Good! Who ever would have thought it?" 

Tr. — "Roy, you seemed to think that a falls is desirable, we 
will now hear from you." 

Pu. — "Tht falls at Oregon City is used for water pov.er. It 
is a cheap power and so goods may be manufactured and 
sold cheaper than if steam power werti used. This falls 
is very important for it runs the Oregon City Woolen 
Milir., the flour mills and excelsior and paper-pulp mills 
besides the electric power plant, which furnishes Portland 
with electricity for power and light." 

Tr. — "That is right. Now in buying goods, what do we, or at 

least, should we ti-y to do?" 
Pu. — "We should try to buy the best goods for the least 

money." 

Tr. — "What at least should determine the cost of an article?" 
Pu. — "The cost of production." 



52 GEOGRAPHY 

Tr. — "So what will people naturally try to do, if they want 

their goods to sell well?" 
Pu. — "To reduce the cost of production." 

Tr. — "In the long run, which will cost the more in a factory, 

the machinery, or the power to run it?" 
Pu.— "The power." 

Tr. — "We all will agree that transportation by boat where 
there is no right-of-way to keep in repairs, is very cheap. 
The Atlantic Coast has several very good harbors. Step 
to the map Roy, and locate these as I name them: New 
York Bay, Delaware Bay and Chesapeake Bay. Some 
of the streams also are navigable to the falls. What do 
you think that some of our far-sighted American people 
might try to do in this region?" 

Pu. — "They might establish factories at the falls in the rivers 
and have raw material shipped to them." 

Tr. — "That is right. Much manufacturing is done." 

Tr. — "We almost forgot that this is a mountainous region. 

The fact that it is mountainous makes you think of what 

industry?" 
Pu. — "Mining." 

Tr. — "Yes, this section is most noted for its production of 
coal. About half of the coal of the United States comes 
from Pennsylvania. West Virginia ranks third among 
the states of the Union in the production of coal." 

Tr. — "Mary may step to the map and find Pennsylvania and 
West Virginia for us. These are especially rich in' coal." 
Pu. — ( Does same) . 

Tr. — "A considerable amount of iron ore is also found in this 
section. The two valuable products, iron and coal, are 
found almost side by side in the following states: (Point 
to them as I name them, Harry) New York, Pennsylvania, 
Virginia, West Virginia and New Jersey." 

Tr. — "Transportation facilities for shipping the coal and iron 
form the mines to the best harbors and shipping points are 
good. There are many shipping points, but the most im- 
portant ones are: (Pupils open your books to map op- 
posite page 48 and locate the places as I name them) New 
York in New York Bay; Philadelphia on the Delaware 
River; Pittsburg on the Ohio River; Buffalo on Lake 
Erie; and Baltimore on Chesapeake Bay." 

Tr. — "The iron ore must be heated very hot in smelting so as 
to separate the metal from other elements and com- 
pounds. Then when they have the pure iron it must be 
heated or melted again for working it up or casting." 

Tr. — "What does our blacksmith use for heating his irons?" 
Pu.— "Coal." 

Tr. — "Then what do you think might be used in this section 

for heating the iron for smeltiing and casting?" 
Pu.— "Coal." 

Tr. — "Yes, and the beauty of it is that they have such a good 
supply of it." 



GEOGRAPHY 53 

Tr. — "Don't you think that the people living in this section are 
very fortunate in having both the raw material (iron) 
and the fuel (coal) for heating it, in the same place?" 

Pu.— "Yes." 

Tr. — "From this, what do you think might be important in- 
dustries of the section?" 

Pu. — "Mining in the highlands and iron manufacturing in the 
cities of the region that have good transportation facilities 
with the mines." 

Tr. — "That is right. The section is noted for its nianufactur- 
ing but the most important of these is the iron manu- 
facturing." 

ASSIGNMENT: 

Tr. — "Sketch a map of the Appalachian Highland and the At- 
lantic Coastal Plain, locating the following cities: New 
York, Philadelphia, Pittsburg, Buffalo, Baltimore. Be 
sure to name the bay, river, or lake upon which these 
may be located." 



54 GEOGRAPHY 

A. SUBJECT MATTER: 

TEACHER'S AIM: To teach the products of the Atlantic 
Coastal Plain. 

ANALYSIS OF AIM: 

I. What Pupils Must Know: 

1. That this section is comprised of the tide-water region 
and includes New Jersey, Deleware, Maryland, eastern 
Virginia, eastern North Carolina, and eastern South 
Carolina. 

2. That the region is bounded on the west by the Appa- 
lachian Highland 

3. That the Labrador Current does not sweep by its coast. 

4. That the Gulf Stream flows northward near this coast. 

Infehience: That the climate is very changeable, — cool 
westerly winds and warm, moist east and 
southeasterly winds during Cyclonic Storms. 
That the region will have a more moist cli- 
mate than the Great Central Plain and that 
it will be somewhat warmer too because the 
southwesterly winds will not be chilled as 
much in crossing the Appalachian Highland 
as they are in crossing the Rocky Mountain 
Highland. 

5. That this is a very level plain and in most places has 
a rich fertile soil. 

Inference: That this region will support a denser veg- 
etation than the Great Central Plain. 

That trees, certain fruit trees, may do well. 

That grass will grow luxuriantly. 

That grains may be grown. 

That early vegetables may be grown. 

That agriculture, gardening and dairying, 
is the chief industry of the region, because 
of the market for same in the near-by large 
manufacturing cities. 

6. That Maryland is noted for its apples. 

7. That in New Jersey hay-rack loads of baskets of 
peaches may be seen going to the market. 

8. That in any part of the section grapes, peaches, straw- 
berries, apples and such vegetables as, potatoes, sweet 
potatoes, tomatoes, beans and sweet com is grov/n. 



GEOGRAPHY 55 

B. METHOD: 

PUPILS' AIM: "Today let us see what they grow on the At- 
lantic Coastal Plain." 

PRESENTATION: 

Tr. — "Step to the map and point to the states or parts of 
states as I name them : New Jersey, Delaware, Maryland, 
eastern Virginia, eastern North Carolina and eastern 
South Carolina." 

Pu. — (Does same). 

Tr. — "With chalk draw a line on the map showing the western 

boundary." 
Pu. — (Does same). 

Tr. — "What really is the western boundary?" 
Pu.— "The Appalachian Highland." 

Tr. — "What effect will the Appalachian Highland have upon 

the section?" 
Pu. — "It will cause dry cool westerly winds." 

Tr. — "What is the boundary on the east?" 
Pu.— "The Atlantic Ocean." 

Tr. — "Open your books on page (220). What do you notice 

about the Atlantic Ocean along this coast?" 
Pu. — "That the Gulf Stream flows northward near its coast." 

Tr. — "What have we learned about the Gulf Stream?" 
Pu. — "That it is a warm ocean current." 

Tr. — "Is the eastern boundary of any importance to the 

section?" 
Pu. — "Yes, during Cyclonic Storms the east and southeast 

winds will blow from the warm Gulf Stream, and these 

will be mild, warm, moist winds." 

Tr. — "In what direction do the rivers flow?" 
Pu. — "Toward the east and southeast." 

Tr. — "The tide swells the rivers far inland. What does this 

tell you about the plain?" 
Pu. — "That the slope toward the east and southeast is very 

gentle." 

Tr. — "Yes, that is true. What will be the effect when you 
have a warm ocean breeze blowing over a gently rising 
plain?" 

Pu. — "Light rainfall, evenly distributed." 

Tr.— "Prove it." 

Pu. — "When warm, moist air is forced to pass over a rising 
plain, it expands because there is less air above it, and it 
becomes cool. In cooling some of the water vapor is con- 
densed to form clouds, while some of it is condensed 
enough to form raindrops." 

"This region has wann, moist winds coming from the 
Gulf Stream, which pass over a gently rising plain, there- 
fore the air will be cooled gradually as it passes over the 
plain causing a moderate rainfall, evenly distributed." 



56 GEOGRAPHY 

Tr. — "How will the temperature of the region compare with 
the temperature of the Great Central Plain?" 

Pu. — "It will be somewhat warmer, because it has winds di- 
rectly from the Gulf Stream at times, and the Westerlies 
will not be chilled as much in crossing over the Appa- 
lachian Mountains as in crossing the Rockies.'" 

Tr. — "The soil is very fertile in most places. The plain has a 
moderate rainfall, the temperature is that of the confi- 
neyital modified somewhat by the frequent Cyclonic Storms 
which blow from the Atlantic Ocean. What do you know 
of that might be grown in the region?" 

Pu. — "Because of the moderate rainfall, and the climate con- 
tinental (changing from quite cold to warm), grains and 
grasses, vegetables, some fruit and berries might be 
grown." 

( Teaclier should write the list of products wpon the hoard 
as they are given by the pupils) . 

Tr. — "Yes, grains and grasses do very well. Much hay is 
produced and oats and other grains are grown. I wonder 
why people living in this section would grow such 
products?" 

Pu. — "The draymen of the cities will buy the hay and oats 
for feed for their horses." 

Tr. — "I can see that a good deal of it might be used for that 
purpose, but what will the people living in the crowded 
manufacturing cities demand that will require the farmer 
to raise a good deal of hay especially?" 

Pu. — "Dairy products." 

Tr. — "Yes, nearly every farmer has from a dozen to two 
score cows, and dairying is one of the most important 
industries." 

Tr. — "As to the fruits. Only the hardier kinds are grown, 
such as apples, peaches, pears and the like. Maryland is 
noted especially for its fine quality of apples, and New 
Jersey for its fine peaches, which are hauled to the 
market in hay-rack loads of basketsful." 

Tr. — "Grapes and strawberries also are grown. What do you 
think would be their guide in selecting the vegetables 
that are grown?" 

Pu. — "Those which are demanded most in the markets for 
hotel and city trade." 

Tr. — "Yes, let's think for just a minute, what is the most 

common vegetable food used in hotels?" 
Pu. — "Potatoes 

Sweet potatoes 

Tomatoes 

Beans 

Peas 

Sweet corn 

Tr. — "Yes, and great quantities of these vegetables are 
grown. 

SUMMARY: 

ASSIGNMENT: 



GEOGRAPHY 5i 

A. SUBJECT MATTER: 

TEACHER'S AIM : To teach the products of the New England 
States. 

ANALYSIS OF AIM : 

I. What Pupils Must Know: 

1. That the sui'face of nearly every part of the New 
England States is very hilly or mountainous. And 
that it is covered with large boulders which were left 
by the glaciers of the Great Ice Sheet. 

2. That near the coast the hills are low, but the land 
gradually rises toward the interior until it becomes 
a low plateau. 

Inference: That during Cyclonic Storms the ocean 
winds will give up much moisture as they 
pass over the low hills and the plateau. 

That the country is naturally adapted to 
the growth of forests. 

That thei'e will be many little streams 
passing over the plateau into the ocean. 

That these will be swift streams because of 
the steepness of the slope. Therefore the 
beds of the rivers will wear down faster 
than the sides of the valleys will wear back, 
and this will cause many deep valleys with 
very steep sides. (A very irregular surface). 

That these swift streams are a cheap 
source of power. 

3. That the Labrador Current flows southward and 
passes down near the coast of this section. 

Inference: That the Cyclonic Storms will bring cold 
chilly winds from the Labrador Current 
which will cause heavy snows in the winter 
and rain or fogs in the summer. 

4. That the snow usually is deep enough in the winter 
to completely cover the boulders. 

Inference: That this is a great aid to the lumbermen 
in getting the logs out of the forests. 

5. That the mouths of many of the rivers are good ship- 
ping points, or harbors. 

Inference: That logs may be flooded down the rivers 
to their mouths and here sawed mto lumber 
which is then ready for shipment. 

That many towns will be engaged in the 
manufacturing of lumber. 

That much lumber will be produced. 

6. That no coal or iron is found in this section. 

Inference: That there will not be much manufacturing 
of iron goods in this region. 

7. That water is a very cheap means of transportation. 
Boston is a good harbor. 



•58 GEOGRAPHY 

8. That coal may be bought cheaply from the greatest 
coal mines in the United States, which are near this 
section, and that transportation facilities are good. 

Inference: That since transportation is cheap and that 
there is a great deal of natural power in the 
section, manufacturers will make use of the 
free power to lessen the cost of production 
and have the raw material shipped to them. 
That such raw material as cotton, wool, 
leather, rubber, etc., will be shipped in. 
9. That there are about 400 cotton mills in this section. 
(That as many as 1,200 persons may woi*k in one mill 
and that 60,000 or 70,000 pounds of cotton are con- 
sumed in a day). 

10. That there also are many woolen mills in the section. 

11. That Manchester, Auburn, Dover, Lowell, New Bed- 
ford, and Providence are important centers of cotton 
and woolen mills and that Manchester has the largest 
cotton factories in the world. 

12. That many towns are interested in leather manufac- 
turing but that Lynn, Haverhill and Brockton are the 
most important. (That shoes, harnesses, pocketbooks, 
book bindings, bicycle saddles, etc., are manufactured). 

13. That there is some metal manufacturing in Worchester. 

Inference: That since both the iron and tlie coal must 
be shipped into the section, large heavy 
objects which require much iron will )jot 
be made. 

14. That firearms are made at New Haven ; bicycles at 
Springfield and Hartford; watches at Waltham, etc. 
(That about 3,100 watches are made daily in Waltham 
and about 4,300 people are employed in the factory) . 

Inference: That since factories employ a great many 
persons and since mostly every city has one 
or several factories, the cities must have a 
large population. 

That since the vast body of employees are 
engaged in manufacturing clothing, leather 
goods, hardware, etc., nearly all the food 
consumed will have to be shipped in. 

15. That many of the narrower valleys have many large 
boulders in them and are either covered with forests or 
have a luxuriant growth of grass in them during the 
summer months. (Some have a poor soil and there is 
hardly any growth of any kind in them). 

16. That there are a few valleys of considerable width in 
which the soil is quite fertile, and the number of 
boulders is considerably less than in the narrow valleys. 

Inference: That where these are not too far from the 
market it would be well to cultivate them. 

That the cities will need milk and other 
dairy products and practically cannot get 
along without them. 

That truck gardening would also be a 
necessary occupation, to supply the cities 
with vegetables. 



GEOGRAPHY 59 

17. That it is so important for the cities to have a supply 
of vegetables and dairy products that where the fertile 
valleys are a considerable distance from the city, a 
special railroad is built out to the valley, running 
whole trains, carrying nothing but cans of milk and 
garden truckery to the city. 

18. That common paper is made of wood pulp and the 
higher classes of paper are made of linen rags. 

Inference: That this section is well adapted to the 
making of all kinds of paper. 

That the large cities would be good places 
for the collecting of linen rags to make 
linen paper. 

19. That Holyoke in Massachusetts is located among the 
larger cities of the section and has the largest and 
most important paper mills of the New England 
States. 

20. That the names of capes, points, places and rocks along 
the coast are: Cape Cod, Halibut Point, Lobster Cove, 
and Bass Rocks. 

Inference: That there must be fish along the coast 
because of the names of the places. 

21. That Gloucester is the most noted fishing point in the 
United States for mackerel, halibut and cod. 



60 GEOGRAPHY 

B. METHOD: 

PUPILS' AIM : "Let us see what is produced in the New Eng- 
land States." 

PRESENTATION: 

Tr. — "Step to the map and point to the following states as I 
name them : Maine, Massachusetts, Vermont, New Hamp- 
shire, Connecticut and Rhode Island." 

Pu. — (Does same). 

Tr. — "With chalk, draw a line through the states indicating 

the boundary of this section." 
Pu. — (Does same). 

Tr. — "Step to the map, Willie, examine it carefully, then tell 
us what you think the surface of the section is like." 

Pu — "I think there are many hills or mountains in this 
section." 

Tr. — "Yes, nearly every part of the New England States is 
very hilly, or mountainous. And furthermore the section 
is covered with large boulders that were left by the 
glaciers of the Great Ice Sheet." 

Tr. — "Near the coast the hills are low, but they gradually rise 
toward the interior until it becomes a low plateau." 

Tr. — "How will the surface affect the climate of the region?" 
Pu. — "During Cyclonic Storms the ocean winds will give up 

much moisture in passing over the low hills and plateau 

in the interior." 

Tr. — "How can we tell from looking at a map whether, or no, 

the section has much rainfall?" 
Pu — "By the number and size of the streams." 

Tr. — "Turn to page (31) Fig. (46). Note the streams as to 

number and size." 
Pu. — "There are many short streams." 

Tr. — "What does this indicate?" 

Pu. — "That there are many small valleys." 

Tr. — "Since there is, or at least at earlier times was, quite a 
steep slope from the plateau in the interior to the coast, 
how would you expect the currents of the stream to be?" 

Pu.— "Swift." 

Tr. — "Yes, most of the streams have a very swift current, 
where would the greater wear be in a swift stream, on 
the sides or on the bottom?" 

Pu._"On the bottom." 

Tr. — "That is just the condition here. The bottoms are worn 
down deep, leaving the sides of the valleys steep and rocky, 
because of the large Boulders which were left by the 
glaciers." 

Tr. — "In some of the valleys the land is very poor and non- 
productive, but in other places it is quite productive. Re- 
membering the rainfall, what do you think of the vegeta- 
tion?" 



GEOGRAPHY 61 

Pu. — "In the places where the soil is poor there might be a 
scanty growth of weeds or shrubs, but where the land is 
fertile it seems that, with the amount of rainfall of the 
section, it might be covered with forests or grass." 

Tr. — "Yes, in the early days the fertile places of the section 
were covered with forests." 

Tr. — "Since the wider fertile valleys had forests growing on 
them when the early settlers first came, what was the 
first thing they might do for making a living?" 

Pu. — "Engage in lumbering." 

Tr. — "Yes, and since England needed much lumber for ship 
building, etc., lumbering became an important industry." 

Tr. — "Turn to page (220). The Labrador Current, which 
flows southward from the Arctic waters, touches upon 
the coast of the greater part of the section. What would 
you expect the temperature of the Cyclonic winds, coming 
from these waters to be?" 

Pu.— "Cold." 

Tr. — "Yes, these winds are so cold that there is much fogg:y 
weather in summer and heavy snows in the winter. So 
much snow that the Boulders are completely covered and 
unnoticed. Do you think the snow is an advantage, or a 
disadvantage, to the section?" 

Pu. — "It would make it easier for getting the logs out of the 
valleys in the winter time." 

Tr. — "There is something about this section that is very 
strange. It has many hills and mountains and lies just 
north of the greatest coal mines in the world, yet there 
is no mining of any kind save the Granite, which is used 
for building stone." 

"These mountains provide the country with the follow- 
ing: granite, rainfall, forests and dashing little streams, 
which leap from rocks and precipices as they wind their 
way to the ocean." 

Tr. — "Of what importance might these streams be?" 
Pu. — "They may be used for water power." 

Tr. — "Yes, and there are so many of them that the region has 
a great deal of this cheap power. Thus the country is 
well adapted for what?" 

Pu. — "This would be a good place for manufacturing." 

Tr. — "But in order to do manufacturing you must have a sup- 
ply of what?" 
Pu. — "Raw material." 

Tr. — "We know the cheapness of transportation by water, 
and this region has the second best harbor in the United 
States. (Boston in Massachusetts Bay)." 

Tr. — "Of what importance will this harbor be?" 

Pu. — "Raw material for manufacturing purposes can be 

shipped to this port and then sent to the different places 

in the interior where there is power." 

Tr. — "What are some of the raw materials that will be needed 
in a district where extensixe manufacturing is carred on? 
Think of all of the different things that are made." 



62 GEOGRAPHY 

Tr. — "Name a few things that you know are manufactured 
goods." {Teacher writes list of products upon board as 
the pupil names them) . 

Pu. — "Cloth, shoes, rubber, hats, paper, pencils, guns, etc." 

Tr. — "Now you have named these things (cloth, shoes, rubbers, 
hats, paper, pencils, guns, etc.) as being manufactured 
goods, what raw materials will be needed to make them?" 
Pu. — "Cloth is made from Cotton, Wool and Silk. 
Shoes are made from Leather. 
Rubbers are made from Rubber. 
Paper is made from Wood and Linens. 
Guns are made from Iron." 

Tr. — "Yes all of these raw products are shipped in." 

Tr. — "There are over 400 cotton mills in this section. Many 
of these employ about 1,200 persons and use from 60,000 
to 70,000 pounds of cotton daily." 

Tr. — "There also are many woolen mills. The most impoi'tant 
centers of cotton and woolen mills are at (Harry may step 
to the map and locate the following cities as I name them) 
Manchester, Auburn, Dover, Lowell, New Bedford and 
Providence. But Manchester has the largest cotton fac- 
tories in the world." (Have pupils make a note of this). 

Tr.— "How will they get the leather for making shoes and 

other leather goods?" 
Pu." — -"Hides will have to be shipped into the region and made 

into leather in tanneries." 

Tr.^ — "Name a few of the leather manufactured goods aside 

from shoes." 
Pu. — "Harnesses, pocketbooks, saddles, book bindings, etc." 

Xr. — "Make a note of this, the three cities I shall name are 
the important leather centers: Lyiui, Haverhill, Brock- 
ton." 

Tr. — "Because of the nearness to the mines, coal and iron is 
shipped into the section. Since it costs more to have it 
shipped here and distributed than it does to have it 
shipped to Philadelphia, Pittsburg, etc., what do you 
suppose is made of the iron?" 

Pu. — "The more valuable iron products as: firearms, bicycles, 
knives and other hardware articles." 

Tr.— "Yes, that is right. Step to the map, Mary. Find New 
Haven. This place is important because of its manu- 
facturing of firearms." 
"Find Springfield, Roy. Bicycles are made here." 

Tr. — "Find Waltham, Harry. I wonder what this name makes 

you think of?" 
Pu. — "Waltham watches." 

Tr. — "Yes, and this is the place where they are made. Just 
think 3,100 watches are made daily and about 4,300 people 
are employed in the factory." 

Tr. — "Since there are many people employed in each factory 
and there are many factories in the section, what do you 
think of the number of people who are living in the 
section?" 



GEOGRAPHY 63 

Pu. — "There will be many people in this section. Mostly all 
of the people will be working in factories and living in 
cities. Many of the cities may have a large population." 

Tr. — "Since there is much waste land and because there still 
are many forests in the region, how will these large cities 
get their supply of food?" 

Pu. — "Much food will have to be shipped into the section." 

Tr. — "The forests in some of the wider, fertile valleys have 
been cleared away. The large boulders have been gatherd 
and hauled into great piles. I wonder what the land might 
be used for?" 

Pu. — "Agriculture." 

Tr. — "Very well, what will determine the kind of products 

that will be produced?" 
Pu. — "The markets in the cities." 

Tr. — "What do the people, who live nearest our cities and who 
supply the city markets and the homes of the people with 
their demands, produce?" 

Pu. — "Dairy products and vegetables." 

Tr. — "Then what do you suppose the people living near these 

large cities will produce?" 
Pu. — "Dairy products and vegetables." 

Tr. — "Yes, the dairy products and vegetables together with 
poultry, makes the chief agricultural products of the 
region. Many of these valleys are quite far from the cities, 
so railroads are built to them. And every day whole train- 
loads of milk cans and vegetables are brought to the city." 

Tr. — "Ordinary paper is made of wood pulp. The higher 
grades of paper are made of linen rags. Do you think 
this section suited for this industry?" 

Pu.— "Yes." 

Tr.— "Why?" 

Pu. — "Because this section has a good supply of wood and also 
the cheap power for grinding the wood to prepare it for 
making the pulp. And in the large cities there would be 
a great many soiled and old linen cloths that could be 
bought cheaply and used for making the higher grades of 
paper." 

Tr. — "Roy, step to the map and locate Holyoke. It is located 
among the large cities m Massachusetts. It has the larg- 
est and most important paper mills of the New England 
States." 

Tr.— "Harry, you may step to the map and point to the follow- 
ing places as I name them: Cape Cod, Halibut Point, 
Lobster Cove and Bass Rocks." 

Pu. — (Does same). 

Tr. — "What is there peculiar about these names?" 
Pu. — "They are the names of fish." 

Tr. — "What might be a reason for giving these places such 

names?" 
Pu. — "Perhaps the fish that these places are named after may 

be found in the ocean near the respective coasts." 



64 



GEOGRAPHY 



Tr. — "That is just it. Mary, step to the map and find Glouces- 
ter. It is the most important fishing point in the United 
States for mackerel, halibut and cod." 



SUMMARY: 

Tr. — "What products have we found that may 

in this section?" 
Pu. — "Lumber 

(cotton 
(woolen 

(silk 

Manufacturing \\ll^^^^ 

(paper 

(wood 

(jewelry 



be produced 



Truck Farming 

Fish 
Granite 



(dairy products 
(vegetables 

(mackerel 

(halibut 

(cod 



ASSIGNMENT: 



GEOGRAPHY 65 

A. SUBJECT MATTER: 

TEACHER'S AIM: To teach the products of the Lake Plains. 
ANALYSIS OF AIM : 

I. What Pupils Must Know: 

1. That this section is comprised of the following states: 
eastern Minnesota, Wisconsin, northern Illinois, north- 
ern Indiana, Michigan, northern Ohio, western Penn- 
sylvania and western New York. 

2. That the lakes extend between 42 degrees and 49 de- 
gi'ees North Latitude, with land projections as (Mich- 
igan) between them. 

Inference: That it lies in the middle of the North 
Temperate Zone. 

That it lies in the Prevailing Westerly 
Wind Belt. 

That the region immediately to the west of 
the lakes will be affected considerably by 
the surrounding extrerjie continental climate. 
That the western winds in the summer may 
be warm or hot and cold or cutting in the 
winter. 

That Michigan will have a more equable 
climate, especially along the western coast, 
because of the winds having to pass over the 
large lake before reaching that part of the 
section. 

That the air in passing over the lakes will 
become quite saturated with water vapor. 
That for this reason the Westerlies in pass- 
ing over Michigan; the convection currents, 
because of the land warming faster than the 
water of the lakes in summer; and the 
Cyclonic Storms will precipitate more mois- 
ture throughout this region than there is in 
the immediate surrounding regions. 

That there will be forests in this section. 

That fruit might be grown along the east- 
ern coast of Lake Michigan. 

That fruit might be grown also along the 
southeastern shores of lakes Erie and On- 
tario. 

That this region is suited for diversified 
farming. 

3. That the production of lumber in Wisconsin and Michi- 
gan ranks third and fourth respectively as compared 
with that produced in the other states of the Union. 

Inference: That lumbering is an important industry. 

4. That the region immediately to the east of Lake 
Michigan is noted as a fruit region. Its Peaches are 
especially fine 

5. That various parts of Michigan and the region imme- 
diately to the southeast of lakes Erie and Ontario are 



66 



GEOGRAPHY 



vegetables : 



noted as Grape regions. That also many other kinds 
of temperate fruits are grown, such as, apples, pears, 
cherries, plums, etc. (Berries). 

That nearly all of the Temperate Zone products are 
grown throughout the section: 

grains : 

wheat 
oats 
barley 
corn 

sweet corn 
potatoes 
turnips 
beets (sugar) 
cabbages 
tomatoes 
peas 
beans 
lettuce 
pumpkins 
squashes 

Celery (especially along lakes Erie and 
Ontario ■> 

horses 

cattle .(Daii"y products very important in 

Wisconsin) 
hogs 
poultry 

7. That the Lake Superior District is the leading Iron 
producing center in the world. 

8. That Northern Michigan, or the Peninsula of Michi- 
gan, has for many years been one of the leading 
Copper mining regions of the world. 

9. That much Furniture is manufactured in Chicago, 
Oshkosh, Wis.; Saginaw, Mich.; Bay City, Mich.; 
Grand Rapids, Mich. 



live stock: 



GEOGRAPHY 67 



B. METHOD 



PUPILS' AIM: "Let us see what the products of the Lake 
Plains are." 

PRESENTATION: 

(Using the same inap which has the chalk lines upon it 
showing the boundary lines of all of the sections) . 

Tr. — "Mary, you may point out the Lake Plains." 
Pu. — (Does same). 

Tr. — "Between what parallels do the extremities of the lakes 

lie?" 
Pu. — "Between 42 degrees and 49 degrees North Latitude." 

Tr. — "In what part of the Zone does it lie?" 
Pu. — "It is almost in the central part of the North Temperate 
Zone." 

Tr. — "Describe the location of the land with respect to the 
lakes." 

Pu. — "The Lake Plains is comprised of the land immediately 
about the lakes and the projections of land which extend 
between them, as Michigan which is made up of a pro- 
jection of land between Lake Superior and Lake Michigan 
and also of a projection between the lakes Michigan and 
Huron." 

Tr. — "What have we learned about the climate of the northern 
part of the Great Central Plain, or the region immediately 
to the west of this section?" 

Pu. — "That it has an extreme continental climate. (Short hot 
summers and long cold winters) ." 

Tr. — "How will this boundary affect the Lake Plain i-egion?" 
Pu. — "Except during Cyclonic Storms, the region immedi- 
ately to the west of the lakes f Minnesota and Wisconsin) 
will have the same kind of climate, because of the Pre- 
vailing Westerlies, that the northern part of the Great 
Central Plain has." 

Tr. — "What can you say of the size of the lakes?" 
Pu. — "They are very large lakes. Lake Superior being the 
largest lake in the world." 

Tr. — "Bearing the size of these in mind, what effect will 
they have upon the land immediately to the east of the. 
lakes?" 

Pu. — "Because the lakes are so large, the temperature of the 

water will not vary so much as the temperature of the 

land. Therefore the prevailing winds in passing from 

the lakes over the land will give the land a more quable 

climate." 

Tr. — "What other fact do you get from knowing that the land 
warms and cools faster than the water of the lakes?" 

Pu. — "When the land is cooler than the water of the lakes, 
then the heavy, moisture-laden, prevailing Westerly winds, 
in passing over the land, will become chilled, causing a 
condensation of the water vapor, or rain." 

"On the other hand, when the land becomes very much 
hotter than the temperature of the water of the lakes, 



fi8 GEOGRAPHY 

then the convection of air above the heated land will cause 
the moisture laden air of the lakes to come to the land, — 
to rise, expand, cool and precipitate rain." 

Tr. — "From this w^hat do you think of the amount of rainfall 
of this section as compared with the surrounding sec- 
tions?" 

Pu. — "This section will have more rainfall than the adjacent 
parts of other" sections." 

Tr. — "Judging from the amount of rainfall, what do you think 

may grow in the section?" 
Pu.— "Forests." 

Tr. — "Yes, there are valuable forests in this region. The 
production of lumber in Wisconsin and Michigan ranks 
third and fourth respectively as compared with that pro- 
duced in other states of the Union." 

Tr. — "Remembering the latitude of the land immediately to 
the east of lakes Michigan, Huron and Erie, the size of 
the lakes and the direction of the prevailing winds, with 
pointer, point to some part of the United States that we 
have studied about that might have a similar climate." 

Pu. — (Points to the northern part of the Pacific Slope Sec- 
tion). 

Tr. — "Yes, very well, the climate of the two regions is very 
similar. During the winter time which do you imagine 
cools the more, the Pacific Ocean or the lakes?" 

Pu.— "The lakes." 

Tr. — "Then which will have a little the greater range of 

temperature?" 
Pu.— "The land east of the lakes." 

Tr.— "Aside from lumbering in the mountains and valleys of 
the Pacific Slope, what are other important products?" 
Pu.— "Fruit." 

Tr.— "What kinds of fruit?" 

Pu. — "Peaches, apples, pears, cherries, grapes, plums and 
berries." 

Tr. — "Yes, since there is not a great difference in the tem- 
perature what do you expect the products Lake Plains 
immediately to the east of the lakes may be?" 

Pu. — "Fruits like those of the northern part of the Pacific 
Slope." 

Tr. — "Yes, Peaches, especially, are an important product of the 
strip of land about ten miles wide immediately to the east 
of Lake Michigan. Apples, cherries, grapes, peaches, 
pears, plums and berries may be and are grown in the 
regions east of the lakes referred to above." 

Tr. — "What products do you expect that may be grown in the 
regions of this section where they have touches of the 
extreme continental climate?" 

Pu. — "Grains and vegetables." 

Tr. — "Yes, both of these are grown. Here is where the 

farmers have small farms and try to do all of the work 

without hiring any help." 



GEOGRAPHY 69 

Tr. — "Knowing how the farmer can make most money out of 

grain, how do you suppose that he will dispose of most 

of his grain?" 
Pu. — "He v/ill keep as much live stock as he can take care of 

himself. He will feed it as rnuch grain as it requires and 

will sell the surplus grain." 

Tr. — "That is just the way they do. This way of farming is 
called diversified farming. The following list of grains 
are grown on mostly every farm: wheat, oats, barley, 
corn, (hay). The following live stock may be found in 
the yard about the place: horses, cattle, sheep, hogs, 
poultry. The following vegetables rnay be found in the 
gardens: sweet corn, potatoes, turnips, beets, cabbage, 
tomatoes, peas, beans, lettuce, pumpkins, squashes and 
Celery which is especially fine along Lake Erie." 

Tr. — "What do you suppose that cattle will be raided for in a 
region like this where they are fed on valuable grains?" 

Pu. — "Most of the cattle of this section will be kept for 
'dairy products,' — (milk, butter and cheese)." 

Tr. — "Yes, there are very few places in the section where 'beef 
cattle' are raised. And the most important Dairy region 
is throughout the state of Wisconsin." 

Tr. — "The region immediately about the western end of Lake 
Superior is the leading iron producing center in the world. 

J It includes parts of three states — Minnesota, Wisconsin 
and Michigan. Minnesota is the most important though. 
There are no coal fields near. It has been found to be 
cheaper to transport the ore to the coal regions for 
smelting than to ship coal to the iron region. So what do 
you think of the possibilities of having iron manufactures 
in the region?" 

Pu. — "Since all large concerns have efficiency engineers in 
the field trying to keep down unnecessary expenses, and 
since it is known to cost more to have the coal shipped 
into the iron region than to have the iron shipped to the 
coal region, the region is not very apt to have any iron 
manufactures." 

Tr. — "Mary, you may step to the map and point to the Penin- 
sula of Michigan. This has for many years been one of 
the leading copper mining regions of the world." 

Tr. — "As was found in the earlier part of the lesson, this 
region has valuable forests. There are different kinds 
of forests in this region, some evergreens and others of 
the hardwood species. Among the hardwoods may be 
found some of the choicest curly oaks, and other beautiful 
pieces of wood." 

Tr. — "What might some of this choice lumber be used for?" 
Pu. — "For making furniture." 

Tr. — "Yes, Harry may step to the map and point to the fol- 
lowing places as I name them: Chicago, Oshkosh, Wis.; 
Saginaw, Mich.; Bay City, Mich.; Grand Rapids, Mich. 
Much furniture is manufactured in each of these places." 

Tr. — "Locate Saginaw, Michigan, again. Coal is also found 
in this region." 



70 GEOGRAPHY 

SUMMARY: 

Tr. — "Think for a minute. Then I want some one to tell what 
we have found the products of this section to be." 

Tr. — "Harry may tell us." 
Pu. — "Lumber 

(peaches 

(apples 

(pears 
Fruit (grapes 

(cherries 

(plums 

(berries 

Vegetables 

Grains 

Horses 

Cattle — dairy products 

Hogs 

Iron 

Copper 

Coal 

Furniture" 

ASSIGNMENT: 

Tr. — "Sketch a map of the Lake Plains Section and locate the 
products of the section by writing the names of the 
products where they may be found." 

Tr. — "One pupil may make a special report to the class on 
Iron Ore. Where found and methods of mining, on pages 
103 and 104 of Tarr & McMurray's Second Book in 
Geography." 

Tr. — "Another pupil may make a similar report on Copper. 
Pages 105 and 106 of the above named book." 



GEOGRAPHV 71 

A. SUBJECT MATTER: 

TEACHER'S AIM: To teach that the United States carries on 
Commerce with other nations. 

ANALYSIS OF AIM: 

I. What Pupils Must Know: 

1. That the population of the United States is 93,182,240. 

2. That the United States is better adapted to most any 
kind of manufacturing than any other nation in the 
world. 

3. That about 10,631,000 bales of Cotton, weighing a little 
over 500 pounds each, are produced annually. There- 
fore a surplus of cotton or cotton manufactured goods. 

4. That about 659,000,000 bushels of Breadstuffs are 
grown each year, therefore a surplus of same. 

5. That about 42,526,000 tons of Pig Iron are mined an- 
nually, which is about one-half of the world's output 
per year, therefore we must share some. 

6. That our oil wells produce much more oil than we can 
use, therefore a surplus of crude or refined Oil. 

7. That we have a surplus of Copper. 

8. That we have extensive forests of valuable Wood. 
Therefore a surplus of manufactures of same as, 
lumber and furniture. 

9. That furthermore we have a surplus of Leather, To- 
bacco, and Coal. 

Inference: That the United States produces an abund- 
ance of many of the world's most important 
products. 

10. That even though we do have an excess of many most 
important products, yet there are a few which can not 
be produced here as. Spices, Silk, Coffee, Rubber and 
the like. Also that seveml other products are not 
produced extensively enough to supply the home de- 
mand as, Sugar, Hides, Skins, Wool, Fibres, Drugs, 
Chemicals, etc. 

11. That China, Japan, France and Italy are especially 
well adapted to the growing of silk worms. 

China producing 13,250,000 pounds and Japan 10,- 
830,000 pounds per annum. 

12. That Cuba is the most important Sugar producing 
region in the world. (1,175,000 tons annually). 

13. That Brazil produces 1,431,328,000 pounds of Coffee 
annually. 

14. That Argentina, Australia and Russia produce many 
meat producing animals. (Australia is especially noted 
for sheep and the others are more diversified, having 
both cattle and sheep). That they are well equipped 
jfor taking care of the meat, for they dry it, freeze it 
or make beef extract of it, but they are not provided 
with machinery, chemicals or the bark necessary for 
tanning the hides or skins. 



72 GEOGRAPHY 

Inference : That they can keep the hides in eoM storage 
for a while, and that they will then ship 
them to other nations where they have tan- 
neries in exchange for leather manufactured 
goods. 

15. That Australia produces more sheep than any other 
country in the world. (480,000,000 pounds of wool 
annually) . 

Inference: That they will have a surplus of wool. 

That our wool manufacturers will be able 
to buy wool from Australia. 

16. That Brazil has a sparse population and produces a 
great • quantity of Rubber. 

Inference : That they will have a surplus of rubber. 

17. That Americans wherever they may be, and foreigners 
as they become civilized, demand all of the above 
named products, or at least manufactured goods which 
are made of same. 

18. That by means of the Mississippi River, the Columbia 
River, the Great Lakes, the St. Lawrence River and the 
Erie Canal, together with the many good harbors along 
our coasts makes the United States rank second in 
provision for transportation by water. 

19. That the United States has nearly twice as many miles 
of railways as Russia, Germany, France, British India 
and Austria Hungary put together. 

GENERAL INFERENCE: 

That Commerce is an important industry. That the 
United States carries on commerce with many of the 
nations of the world. 



GEOGRAPHY 73 

B. METHOD. 

PREPARATION: 

Tr. — "Now let's see how well we can remember what we have 
seen. John, what are some of the things you have seen 
in a grocery store?" 

Pu. — "Flour, cheese, butter, eggs, canned goods, coffee, tea, 
spices, prunes, bananas, oranges, lemons, apples, etc." 

Tr. — "Very well, I think John has a good memory. Now I 
wonder how the storekeeper gets these things." 

Pu. — "The butter, eggs and apples are brought to him by the 
farmers and lie has to send away for the other things." 

Tr. — "I wonder why it is that our farmers will sell things to 

a storekeeper?" 
Pu. — "They keep chickens and cows and have more butter and 
eggs than they can use in their homes." 

Tr. — "How much of the products then does the farmer sell?" 
Pu. — "Only what he doesn't need in his home." 

Tr. — "The products that a farmer doesn't need we say are his 
(teacher writes on board) Surplus." 

Tr.— "His what, class?" 
V\x.— "Surplus." 

Tr. — ^" Again, his what, Harry?" 
Vu.— "Surplus." 

Tr.— "All give it." 
V\x.— "Surplus." 

Tr. — "What then does a man sell to another man?" 
Pu.— "His Surplus." 

Tr. — "How do people sometimes let other people know that 
they have a surplus of certain products?" 

Pu. — "By putting up notices, or by having advertisements in 
papers and magazines, or by publishing catalogues." 

Tr. — "How many of you pupils have ever sold anything?" 
Pu. — (Hands go up). 

Tr.— "What did you sell, Roy?" 

Pu. — "I sold some pigeons. I had a s-u-r-p-1-u -s of pigeons." 

Tr. — "Good. You had a surplus didn't you? Don't be afraid 
to use the word." 

Tr. — "How many of you pupils have ever bought anything?" 
Pu. — (Hands go up). 

Tr.— "What did you buy, Charles?" 
Pu.— "A knife." 

Tr.— "Why did you buy a knife?" 

Pu. — "Because I needed it to make my kite and to sharpen 
pencils." 

Tr. — "Then so far we have found that people, or we might 
say families, will sell their surplus of products and they 
must buy necessaries. I wonder if a town couldn't do 
the same thing?" 

Pu.-(?) 



74 GEOGRAPHY 

Tr. — "Well let's see. Suppose a town is in a lumbering dis- 
trict. A saw mill is started and in a short time everybody 
has built a cozy little home for himself. If they saw any 
more boards, will they be able to use them?" 

Pu.— "No." 

Tr. — "If they saw any more boards, so far as the town is 

concerned, there will be a of lumber?" 

Pu.— "Surplus." 

Tr. — "Has every town a saw mill?" 
Pu. — "No. Monmouth has none." 

Tr. — "Then if other towns that have no saw mill are being 

built, they may want some ( ) even though many 

houses are built of brick?" 

Pu. — "Lumber." 

Tr. — "Then we find that a certain tov^m may have a surplus of 
a certain thing, while other towns may need that very 
surplus." 

Tr. — "Now since we have found that families, or towns, may 
have surpluses or necessaries, might it not be possible that 
the nations of the world might realize surpluses of cer- 
tain products and necessaries along other lines?" 

Pu.— "Yes." 

Tr. — "When people of the same nation buy or sell among 

themselves, we call it (teacher writes upon the board) 

Trade. But when nations sell surpluses or buy necessaries 

it is called (teacher writes upon the board) 

Coynynerce." 

PUPILS' AIM: "Today let us see if the United States carries 
on Comvierce with any of the nations." 

, PRESENTATION: 

Tr. — "Turn to the table in the back of the book, page (400). 

What is the population of the United States, Roy?" 
Pu— "93,182,240." 

Tr. — "After a moment's thought, I want you to mention some 
things that you consider the United States well adapted 
to produce in great quantities." 

{Teacher tvrites the names of products upon the board 
as they are given by the pupils) . 

Tr. — "Name one product, Harry." 
Pu. — "Manufactured goods." 

Tr. — "Another, Mary." 
Pu.— "Cotton." 

Tr.— "Good! Another, Roy." 
Pu.— "Wheat— breadstuffs." 

Tr.— "Another, Willie." 
Pu.— "Iron." 

Tr. — "Another." 
Pu.— "Copper." 

Tr.— "Can anyone name any others?" 
Pu. — "Lumber, coal, tobacco." 



GEOGRAPHY 75 

Tr. — "Let us see how the amount produced compares with the 

amount needed." 
Tr. — "10,631,000 bales of cotton weighing a little over 500 

pounds each are produced annually." 

Tr. — "Using paper and pencil at your desks, find out how 

many pounds of cotton that would be." 
Pu.— "5,315,500,000 pounds." 

Tr. — "How many pounds will that be for each person?" 

(Since there are 93,182,240 persons living in the United 
States, counting children and all, let us say that this is 
equivalent to a population of 60,000,000 adults). 

Tr. — "Then how many pounds of cotton will there be for each 
person?" 

Pu.— "About 88.5+ pounds." 

Tr. — "Now remember that we are not considering the silks and 
woolens, but do you think that your papa or mamma buys 
88 pounds of cotton goods for personal use during the 
year?" 

Pu.— "No." 

Tr.— "So we will have a (?) of cotton?" 
Pu. — "A Surplus." 

Tr. — "Turn to page (402). In the table find the amount of 

wheat that is produced in the United States." 
Pu.— "659,000,000 bushels." 

Tr. — "Figuring again that the population of the United States 
is equivalent to 60,000,000 adult persons, there would be 
how many bushels of wheat for each person?" 

Pu. — "Nearly (eleven) bushels." 

Tr. — "Eleven bushels of grain will make about eleven 50- 
pound sasks of flour. One sack of flour will last one 
person for twenty weeks. Two and one-half sacks of 
flour will last one person for a year. Say that it takes 
three bushels of wheat to provide one person with bread 
for a year, then how will the amount of wheat raised 
compare with the amount needed?" 

Pu. — "There will be a surplus of about eight bushels of wheat 
for each adult person." 

Tr. — "Turn to page (408). How much pig-ii-on does the United 

States produce annually?" 
Pu.— "42,526,000 tons." 

Tr. — "This is about half of the world's output of iron. We 
haven't use for half of the machinery of the world, so 
what do you think of the amount manufactured?" 

Pu. — "That more is manufactured than we need and so we 
must have a Sni~plus?" 

Tr. — "The most important copper mines in the world are 
found in the United States. Even though our population 
is only about one-fourth of that of England and one-fifth 
of that of China, yet about one-half of the world's output 
of manufactured goods comes from the United States. So 
what would you expect of the amount of copper manu- 
factured goods as compared with what is needed?" 

Pu. — "We will not need all of the copper goods manufactured 
and so there will be a surplus." 



76 GEOGRAPHY 

Tr. — "The United States produces nearly one-half of the 
world's output of coal and manufactures about one-half 
of the world's manufactured products. But do we require 
coal for all the power in carrying on manufacture as 
other nations do?" 

Pu. — "No. We have a great deal of water power in our 
manufacturing region." 

Tr. — "Then considering the amount of manufacturing done and 
the facilities for manufacturing as compared with those 
of other nations, do you think that all of the coal produced 
annually will be used, or needed, in the United States?" 

Pu. — "No, we ought to have a surplus." 

Tr. — "Yes, and likewise we produce more tobacco, leather and 
crude and refined oil than we need." 

Tr. — "Turn to the table on page (410). Notice what nations 
buy our surplus products." 

Tr. — "Now, even though we do have a surplus of many of the 
world's most important products, yet is that an indica- 
tion that we are not in want of anything?" 

Pu._"No." 

Tr. — "Well, let's see, do you know of anything that is used in 
your homes that we did not find produced in the United 
States?" 

Pu.— "Yes, Spices, Silk, Coffee, Rubber, etc." 

Tr. — "That is very true. And here is a list of products that 
we do not grow enough of: Sugar, Fibres, Wool, hides, 
Skins, Drugs, Chemicals, etc." 

Tr. — "Turn to page (411). Notice from what countries that 
we get our necessaries." 

Tr. — "From this, what do you think of the commerce of the 

United States?" 
Pu. — "The United States carries on commerce with many of 

the nations of the world and commerce is an important 

industry." 

ASSIGNMENT: 

Tr. — "Make out a list of what you consider the (5) most im- 
portant Exports of the United States. And also make out 
a list of what you consider the (5) most important 
Imports. Bring these to class with you tomorrow." 

Tr. — "Using the tables in the back of the book. Bring to class 
the names of (3) countries that you consider very im- 
portant to our commercial welfare. And be able to tell 
why." 



GEOGRAPHY 77 

A. SUBJECT MATTER: 

TEACHER'S AIM : To teach a few of the important cities of 
the United States. 

ANALYSIS OF AIM: 

I. What Pupils Must Know: 

1. That there is a great variety of products in the United 
States. 

2. That these are scattered throughout the whole of the 
United States. 

3. That the most efficient means of collecting the surplus 
for export is by having railroad centers in the midst 
of producing region. 

4. That the most convenient way of distributing the 
necessary manufactured goods, or imports, is through 
railroad centers. And that the most efficient of ill 
means of transporting is where a railroad center and 
harbor are combined. 

5. That New York City is the second largest city in the 
world and the largest city of the United States. That 
it has a fine harbor and is the best seapoi't in America. 
That it is a railroad center, having the lowest route 
directly west through the Appalachian Mountains. 
That almost everything used by man is manufactured 
in the city itself. 

6. That Chicago is the second largest city in the United 
States. (Population 2,185,283). That it is the great- 
est railroad center in the world. That it also is a 
harbor on the southern extremity of Lake Michigan. 
That it is the center of the greatest stock and grain 
producing region in the world. With the ample supply 
of coal just south of the city and the cheapness with 
which coal may be shipped into the city by water route 
from the Superior Iron District, it also is an important 
manufacturing center. Steel rails, railroad cars, furni- 
ture, etc., besides flour and meat. 

7. That Philadelphia is an excellent harbor on the Dele- 
ware River. That it also is an important railroad 
center. That its nearness to the iron and coal fields 
makes it an important manufacturing center of heavy 
iron goods. That raw wool is received here and much 
woolen goods and clothing is made. 

8. That St. Louis is a railroad center on the Mississippi 
River and is a market for grain and live stock. 

9. That Boston is an important harbor on the Atlantic. 
It ranks second in importance in the United States. II 
receives most of the raw material and grains for the 
New England States. Disposes of most of the manu- 
factured goods. 

10. That Cleveland is a lake port on Lake Erie. That its 
nearness to the coal and iron mines makes it an im- 
portant manufacturing center of machinery and also 
furniture from the wood along the lakes. 



78 GEOGRAPHY 

11. That Baltimore is an important port in Chesapeake 
Bay. Its nearness to the iron and coal mines makes 
it an important manufacturing city. 

12. That Pittsburg is very favorably located on the Ohio 
River, and has the commercial advantage of water 
route in the shipment of coal. It also is the greatest 
center in the world for the manufacture of plate glass, 
and is very important because of its iron manufactures. 

13. That Buffalo is a very important railroad center and 
port at the head of the Erie Canal on Lake Erie. 

14. That San Francisco is an important harbor along the 
Pacific coast. That it also is an important railroad 
center as well. 

15. That Milwaukee is an important port on Lake Michi- 
gan. That it is a railroad center aS well. 

16. That New Orleans is an important port and railroad 
center of the southern states near the mouth of the 
Mississippi River, on the river. 

17. That Los Angeles is a port in the irrigated district of 
California. 

18. That Minneapolis is an important railroad center and 
milling city located at the falls of the Mississippi 
River. 

19. That Seattle is an important railroad center and port 
along the western coast. Noted for its shipping of 
lumber. 

20. That Portland is a railroad center and impoi'tant port 
located on the Columbia River, for the shipping of 
products of the valleys of the Columbia River and its 
main branch, the Willamette. 

21. That Washington, D. C, is the Capital of the United 
States. It is the most beautiful city in the United 
States, it is situated where the Potomac crosses the 
Fall Line. It has broad, straight streets and many 
beautiful parks. The President of the United States, 
his Cabinet, and the Foreign Ministers, live here, and 
the Senators and Representatives meet here in Con- 
gress for several months each year. 



GEOGRAPHY 79 

B. METHOD: (Developmental) 

PREPARATION: 

Tr. — "What do we mean by a Trade Route?" 
Pu. — "It is a ceitain pathway, or course traveled in transport- 
ing the surplus of goods from one region to another." 

Tr. — "What will determine the number of routes?" 
Pu. — "The amount of surplus and the extent of territory in 
which it is grown." 

Tr. — "What then may these trade routes do in places where 
there is a great surplus, a considerable amount of terri- 
tory and all parts of the territory must be reached?" 

Pu. — "The trade routes may cross each other." 

Tr. — "Does it happen very often that every part of a section 

will produce exactly the same thing?" 
Pu.— "No." 

Tr. — "What do you think of the surpluses of the different 

parts if they do not produce the same thing?" 
Pu.— "They will differ." 

Tr. — "Since the surpluses of the different parts will vary 

what do you think of the necessaries of the parts?" 
Pu. — "They will vary too." 

Tr. — "Now then what will be necessary at this crossing, in 
order that a surplus may be taken from the wagon, or 
train, of one route and kept in safety while awaiting the 
arrival of a wagon, or train, to send it where it is needed?'' 

Pu. — "Men will be needed to handle the goods, a warehouse will 
be needed to store the goods in, and a stockyard may be 
necessary if the surplus of any part happens to be live 
stock." 

Tr. — "What will be necessary, in order that men may stay at 

this place to do the work?" 
Pu.— "A hotel." 

Tr. — "In order that the hotel may provide the men with eata- 
bles there will have to be a (?) in this place?" 
Pu. — "A store." 

Tr. — "In order that the necessaries may be taken from the 
warehouse to the store they will need a what at this 
place?" 

Pu.— "A dray." 

Tr. — "From this it seems that the crossing of trade routes may 

be the beginning of a what? 
Pu. — "A town or city." 

Tr. — "Can all places be reached by the same means of trans- 
portation?" 

Pu. — "Goods shipped from one place to another in the same 
country may be sent the entire way by train, or wagon, 
but when goods are sent from one country to another, they 
may have to be sent part way by train and part way by 
ship." 



80 GEOGRAPHY 

Tr. — "Whenever a change must be made in the means of trans- 
portation, whether it be from boat to train, or from train 
to caravan, we say it is a (teacher writes the word 
Break on board) Break in the Trade Route." 

Tr. — "Then what will we say happens to our trade route at 
New York if we are sending goods to England and they 
are sent to New York by train and from there to England 
by ship?" 

Pu. — "It is a break in the trade route." 

Tr. — "Do you think a break as favorable, or more favorable, 

than a crossing of the trade routes?" 
Pu. — "It is more favorable. Because the surplus can be 

shipped to a greater number of places and the necessaries 

may be received from more places." 

Tr. — "What do you think may be done at these places where 
there are crosses and breaks in the means of transporta- 
tion, say that one route brings in coal and another cotton?" 

Pu. — "The manufacture of cotton goods." 

Tr. — "If one brings in coal and another iron?" 
Pu. — "Iron manufactures." 

Tr. — "Now bearing these things in mind, what location would 
be an excellent place for the growth of a large city?" 

Pu. — "At a place where there is a break in transportation and 
at same time a meeting point or Crossing of many Trade 
Routes.^' 

PUPILS' AIM : "Let us see if the United States has any places 
which are favorable to the growth of large 
cities." 

PRESENTATION: 

Tr. — "What can we say of the kinds of products of the United 

States?" 
Pu. — "The United States produces a great variety of products." 

Tr. — "Where are they produced in the United States?" 
Pu. — "They are not produced in any one part of the States, 
but throughout all of the states." 

Tr. — "From our study of the United States, did we find that 
the various products are produced only to supply the homo 
needs of the people, or are they produced intensively 
causing an excess of same in places?" 

Pu. — "We found that we have many products which are pro- 
duced to excess, leaving a large Surplus." 

Tr. — "What have we learned that is done with the surplus of 

products?" 
Pu. — "The surplus will be bought by other people who are in 

need of same." 

Tr. — "What is a very good means for transporting surpluses?" 
Pu.— "By railroad." 

Tr. — "How can we tell whether, or no, a region has any rail- 
roads?" 
Pu. — "By examining a good map." 

Tr. — "How are railroads indicated on maps?" 
Pu. — "Usually by either red, or black, lines." 



GEOGRAPHY 81 

Tr. — "That is right. Railroads are indicated by red or black 
lines on the continents, while steamship routes are indi- 
cated by broken lines on the oceans." 

Tr.— "Turn to page (194). Do you think the United States 

well provided with railroads?" 
Pu.— "Yes." 

Tr.- — "The United States has nearly twice as many miles of 
railroad as all the rest of the world put together." 

Tr. — "Turn to the map opposite page (412). The routes rep- 
resented on this map are only the very most iniportant 
ones." 

Tr. — "On this map, at which place in the United States do the 
greatest number of railroad routes cross at a point?" 

Pu.— "At Chicago." 

Tr. — "That is right. Chicago is the greatest railroad center 
in the world." 

Tr. — "Do you think that there is any place in the United 
States which is as favorably, or more favorably located 
for the growth of a large city than Chicago?" 

Pu. — "Yes. New York has several railroad lines and many 
steamship routes which makes it possible for a more ex- 
tensive collection and distribution of surplus products." 

Tr. — "New York is a wonderful city. It receives some of 

mostly every kind of raw material." 
Tr. — "Now what may be done in a place like this, where they 

receive some of every kind of raw material?" 
Pu. — "They can manufacture many different things." 

Tr. — "Yes, nearly everything used by man is manufactured 
in New York. It is the largest city in the United States 
and is the second largest city in the world." 

Tr. — "Turn to page (194). Notice Chicago. Aside from 

being the greatest railroad center it is also a what?" 
Pu. — "It also is a hai'bor on Lake Michigan." 

Tr. — "Because of its location, what products do you think will 

be collected at Chicago?" 
Pu. — "Grain, cattle, hogs, coal, iron and lumber." 

Tr. — "That is true, great quantities of grain and much stock 
is collected in Chicago for it is the greatest grain and 
stock producing region m the world. There usually are 
about 160,000 animals in the yards and they are changed 
every day. About 10,000,000 animals pass through the 
yards every year. Mighty grain elevators can be seen 
towering up over the city and much flour is produced. 
There are many factories in the city. Much furniture 
and some iron ware is manufactured. This is the second 
largest city in the United States." 

Tr. — "Using the map on page (194) and the map opposite page 

(66). Locate Philadelphia, Mary." 
Pu. — "It is a harbor and railroad center on the Delaware 

River." 

Tr. — "Remembering the main products of the Appalachian 

Highland, what will be sent to this collecting center?" 
Pu. — "Coal and iron." 



82 GEOGRAPHY 

Tr. — "Yes, because of the nearness to the fields and the trans- 
portation facilities, much iron is collected at this place. 
Heavy iron goods are manufactured. Wool also is im- 
ported and woolen goods are manufactured." 

Tr. — "Step to the map and locate St. Louis, Harry." 
Pu. — "It is a railroad center on the Mississippi River, between 
the mouths of the Missouri and the Ohio rivers." 

Tr. — "What do you think of its location?" 

Pu. — "I think it is very favorably located.. Being so near the 
mouth of the main branches of the Mississippi River, 
goods collected, may be sent almost any direction by 
water, which is a very cheap means of transportation." 

Tr. — "Because of its location, what do you think will be col- 
lected here?" 
Pu. — "Grain and live stock." 

Tr. — "St. Louis is the fourth largest city in the United States 
and has one of the finest and largest Union Depots in the 
world." 

Tr.— "Locate Boston, Willie." 

Pu. — "It is a harbor and railroad center on Massachusetts 
Bay." 

Tr. — "Yes, it is the only good harbor for the New England 
Section. Knowing what the products of the section are, 
what do you think of the importance of the harbor?" 

Pu. — "This is a great manufacturing region and this being the 
only good port, therefore much raw material and also 
grains will be received in this port. Many manufactured 
products will be sent out of the section, through this port." 

Tr. — "Locate Baltimore, Roy." 

Pu. — "It is a port on Chesapeake Bay." 

Tr. — "From its location, this is a collecting center for what?" 

Pu. — "Coal and iron." 

Tr. — "What may be done in a place where they have both iron 

and coal?" 
Pu. — "Iron manufacturing may be carried on." 

Tr. — "Locate Pittsburg, Harry." 

Pu. — "It is a port and railroad center on the Ohio River." 

Tr. — "Judging from its location, what do you think is col- 
lected here?" 
Pu. — "Coal and iron." 

Tr. — "Yes, much coal and iron is collected here. A few years 
ago there used to be an island of about ten acres in the 
Ohio River, near the city, that was used for gardening. 
Now the entire island is covered with buildings in which 
iron and steel products are manufactured." 
"There also is a valuable kind of sand near Pittsburg, 
from which an excellent quality of glass can be made, 
Because of this sand the city has become the greatest 
center in the world for the manufacture of Plate Glass." 

Tr. — "Turn to page 193. Locate San Francisco." 

Pu. — "It is a harbor and railroad center of the Pacific Coast." 

Tr.— "What will be collected here?" 



GEOGRAPHY 83 

Pu. — "Fruit, lumber and gold." 

Tr.— "Locate New Orleans." 

Pu. — "It is a port and railroad center of the Southern States 
near the mouth of the Mississippi River." 

Tr. — "From its location it might be a collecting center of 

what kind of products?" 
Pu. — "Cotton, sugar and grains which may be sent down the 

Mississippi River from St. Louis for export." 

Tr. — "Locate Portland, Oregon." 

Pu. — "It is a railroad center and port on the Columbia River." 

Tr. — "From its location, it would be a collecting center of 

what products?" 
Pu. — "Lumber,, canned fish, wheat, wool, fruit, mohair and 
hops." 

Tr. — "Turn to map on page 48. Locate Washington, D. C." 
Pu. — "It is located on the Potomac River." 

Tr. — "This is the Capital of the United States. It is the most 
beautiful city in the United States. It is situated where 
the Potomac crosses the Fall Line. It has broad, straight 
streets and many beautiful parks. The President of the 
United States, his Cabinet and the Foreign Ministers live 
here. The Senators and Representatives of the United 
States Congress meet here for several months each year. 

ASSIGNMENT: 

Tr. — "Some pupil may make a special report to the class on 
what he finds interesting about the city of Chicago. Read 
from page (225) to (234) in Carpenter's Geographic 
Render of North America." 

Tr. — "'Another pupil may report on New York and some of its 
wonders. This is also found in Carpenter's North Ameri- 
can Reader from page (57) to page (65)." 



SEP i 1913 



84 GEOGRAPHY 

A. SUBJECT MATTER: 

TEACHER'S AIM: To teach the people and govemment of the 
United States. 

ANALYSIS OF AIM : 

I. What Pupils Must Know : 

1. That the people of the United States are an English 
speaking people. 

2. That almost every nation is represented by its people 
in the United States. 

3. That the United States is fortunately located, being 
a considerable distance from the other world powers. 

4. That because the United States has enjoyed peace at 
home and abroad, during the last half century, she has 
been very prosperous. Great progress has been made 
along educational and scientific lines. 

5. That the United States is a Republic. 

6. That the government of the United States is Demo- 
cratic and divided into three departments: the Legis- 
lative, the Judicial and the Executive. 



B. METHOD: 

(This unit should be enlarged upon and worked out in the 
history and reading classes). 

Note: Topics "ike National Parks and Scenery, etc., would 
better be dealt /ith in English or Nature Study or general 
exercises. 



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July Au(USt 1368 




